Chadlington Church of England Primary School
Performance
Performance
End of KS2 Results, 2025
This is the most recent nationally comparable data. The 2020 and 2021 SATs were cancelled as a result of the impact of the Covid pandemic.
| Achievement | Average score in Reading | Average score in Maths | ||
|---|---|---|---|---|
| Percentage of pupils achieving the expected standard or above | 77% | 103 | 103 |
Click on the links below to download information about the national measures used to assess pupils' progress and attainment at the end of Key Stages 1 and 2.
Understanding End of KS1 Results
Understanding End of KS2 Results
OFSTED
Chadlington CE Primary School was judged to be good at its last inspection.
Click here for the Ofsted report.
SEND
Children with Special Educational Needs have learning difficulties or disabilities that make it harder for them to learn, or to access learning opportunities, than most children of the same age. These children may need extra help or a different approach to learning in order to progress.
The Code of Practice for SEN and Disability (2014) set out guidance on how the needs of children and young people with SEN or disability should be met. Oxfordshire's local offer gathers together in one place the information, advice and sources of support that parents, children and young people will find useful. Click on the links below to view our SEND Policy, SEND Annual Report and Accessibility Plan.
The School's SENCO (Special Needs and Disabilities Co-ordinator) is Mrs. Lyn Wallace and Mrs. Rachel Gallagher is the SEND Governor. The school's SEND team can be contacted by e-mailing the school office: office.3043@chadlington.oxon.sch.uk
Accessibility plan 2019-2022
Equality
At Chadlington CE Primary School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socioeconomic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
The school recognises it has to make special efforts to ensure that all groups prosper, including those with protected characteristics.
The achievement of pupils in all groups is carefully monitored and we use this data to support pupils, raise standards and ensure inclusive teaching. We tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. As a school we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit us. We try to ensure that disabled pupils can play as full a part as possible in school life by implementing accessibility plans, which are aimed at:
- Increasing the extent to which disabled pupils can participate in the curriculum.
- Improving the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided.
- Improving the availability of accessible information to disabled pupils and their families.
