Schools and Educational Establishments
hampshire
Ofsted: Good
FSA Hygiene: 5/5
Unclaimed Profile
Chalk Ridge Primary School
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Schools and Educational Establishments
✨ AI Executive Quality Summary
Scraped details for Chalk Ridge Primary School. Location postcode is RG22 4ER.
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Overall Effectiveness
Help & Protection (Safety)
Leaders & Managers (Well-Led)
🔑 Official Registries
| Ofsted URN | 116057 🔗 |
| CQC Location ID | N/A |
| DfE GIAS Profile | View School Dashboard 🔗 |
| Last Synced | Never |
📋 Capacity & Registration
| Head Teacher | Mr Derek Buckle |
| Number of Pupils | 283 |
| Pupils on Roll | 303 |
| Lead Inspector | Ed Mather |
| Inspection Dates | 24 and 25 September 2024 |
📋 Regulatory Evaluation Log & Reports
🕰️ Historical Leadership & Operations
Chronological tracker of regulatory heads, managers, headteachers, and directors appointed to run this provision.
Sep 2000 - Present
Current
Mr Derek Buckle
• Head Teacher
📈 Inspection Performance in Tenure
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September 24, 2024: Ofsted Rated Good
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April 24, 2019: Short inspection
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June 11, 2015: Ofsted Rated Good
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October 18, 2013: Monitoring visit
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July 3, 2013: Ofsted Rated Requires Improvement
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January 9, 2012: Interim assessment
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February 9, 2009: Ofsted Rated Good
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November 23, 2005: Ofsted Rated Good
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September 25, 2000: Full inspection (Inspector: Dr T Simpson 10428 Dates of inspection: 25 th to 27 th September 2000 Inspection number: 225044 Inspection carried out under section 10 of the School Inspections Act 1996 \251 Crown copyright 2000 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Chalk Ridge Primary - 3 INFORMATION ABOUT THE SCHOOL Type of school: Primary School category: Community Age range of pupils: 4 to 11 Gender of pupils: Mixed School address: Sullivan Road Brighton Hill Basingstoke Hampshire Postcode: RG22 4ER Telephone number: 01256 461733 Fax number: 01256 812453 Appropriate authority: The Governing Body Name of chair of governors: Mr Tony Patterson Date of previous inspection: 28 th April to 2 nd May 1997 Chalk Ridge Primary - 4 INFORMATION ABOUT THE INSPECTION TEAM Team members Dr T Simpson 10428 Registered inspector Mr K Parsons 9756 Lay inspector Mr D Watts 22092 Team inspector Ms J Willcock-Bates 1967 Team inspector The inspection contractor was: Quality Assurance Associates Ltd Herringston Barn Herringston Dorchester Dorset DT2 9PU Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Registrar Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE Chalk Ridge Primary - 5 REPORT CONTENTS Page PART A: SUMMARY OF THE REPORT 6 Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils\222 attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents\222 and carers\222 views of the school PART B: COMMENTARY WHAT THE SCHOOL DOES WELL 10 WHAT COULD BE IMPROVED 13 WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 14 PART C: SCHOOL DATA AND INDICATORS 15 Chalk Ridge Primary - 6 PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL Chalk Ridge is a large primary school with 387 pupils on roll \226 including 39 reception pupils who are part time. There are slightly more girls than boys, and very few pupils from ethnic minorities. However, nine pupils speak English as an additional language. Pupils enter the school with a wide range of attainment, but overall this is around average. The percentage of pupils with special educational needs is average, but the percentage entitled to free school meals is below average. The school serves a largely owner- occupied housing estate and a small Housing Association development. HOW GOOD THE SCHOOL IS This is a very effective school. Results are above average \226 and in some subjects well above average - by the time the pupils leave at eleven. Pupils are well supported and valued as individuals by staff. They have very positive attitudes and behave very well. Teaching is good or better in more than three quarters of lessons and there are examples of outstanding teaching in the key areas of literacy and numeracy. The headteacher provides very strong leadership and overall management at the school is very good. The school provides very good value for money. What the school does well \267 Standards are above average in English and mathematics and well above average in science at Key Stage 2 as a result of the particularly good teaching in these subjects. \267 The very good leadership and management means that what the school does is effectively monitored and improvements are continually made. \267 The teaching is very good and contributes well to the above average standards being achieved. \267 The school makes very good provision for pupils\222 moral and social development, and as a result, their attitudes and behaviour are very positive, they are keen to learn and they work hard. What could be improved \267 The pupils do not have enough opportunities to take charge of their own learning. \267 Although the school has improved information and communication technology provision and raised standards in the subject to the national expectation, standards are still not high enough for this school. The areas for improvement will form the basis of the governors\222 action plan. HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION The school was last inspected in April 1997. Since then it has made very good improvement. Teaching and learning have improved. Teachers now make good use of time and their methods are more effective. Pupils are given more opportunities to work independently and develop their research skills \226 although they still do not have enough say over their own learning. Standards in the key subjects of English, mathematics, science and information and communication technology are now higher. Management, provision for pupils\222 spiritual, moral, social and cultural development and assessment are all better than at the time of the last inspection. Pupils\222 attitudes, behaviour and relationships continue to be very good. Chalk Ridge Primary - 7 STANDARDS The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests. Compared with Performance in: all schools similar schools Key 1997 1998 1999 1999 English B B A B well above average above average A B Mathematics D D A C average below average C D Science C C B C well below average E Key Stage 1 assessment results in 1999 were well above average in reading, mathematics and science, and above average in writing. Results of the \226 as yet unpublished \226 Year 2000 tests of eleven year olds were not as high as the previous year in mathematics and English \226 but were higher in science. The work seen by the inspection team was above average in English and mathematics and higher in some aspects of them \226 such as problem solving and aspects of the writing produced by higher attaining pupils. Standards in science \226 particularly in the knowledge elements of the subject - are above average at Key Stage 1 and well above average at Key Stage 2. The school has set suitably stringent targets in literacy and numeracy for the current year and is on course to meet these. Between 1996 and 1999, Key Stage 2 results in the three subjects overall improved at broadly the same rate as that nationally. Results in mathematics, however, improved at a better rate than those nationally. Pupils achieve well. Standards on entry to the school are broadly average and they have risen to above average overall by the time they leave the school. Standards in information and communication technology have improved in recent years but are still not high enough for this school. PUPILS\222 ATTITUDES AND VALUES Aspect Comment Attitudes to the school Very good, pupils enjoy coming to school, they are eager to learn and work hard. Behaviour, in and out of classrooms Very good throughout the school in lessons and at play - no exclusions. Personal development and relationships Very good, pupils understand right and wrong and relate very well to one another and to adults in the school. Attendance Good, better than the national average. Pupils\222 behaviour and relationships are particular strengths of the school. The youngest children settle quickly and cheerfully into school routines, while older pupils take on responsibility very well. Pupils at all stages are very courteous and noticeably proud of their school. Chalk Ridge Primary - 8 TEACHING AND LEARNING Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years Lessons seen overall Very good Very good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. \221Satisfactory\222 means that the teaching is adequate and strengths outweigh weaknesses. Teaching was good or better in 84 per cent of lessons seen during the inspection and very good or excellent in 28 per cent. In the remainder it was satisfactory. In all lessons, concise objectives are shared with the pupils. This means that the latter have a clear idea of what they are trying to achieve. Contributions from pupils are valued and relationships are very positive. The enthusiasm of teachers frequently inspires pupils. An occasional lesson is too teacher directed and pupils do not have enough responsibility for their own learning. This impinges on progress in areas such as investigative science. Literacy and numeracy teaching is consistently good and in both subjects there are examples of outstanding teaching. The very good quality of the teaching at the school is having a very positive effect on the above average standards being achieved and meets the needs of all pupils very well. OTHER ASPECTS OF THE SCHOOL Aspect Comment The quality and range of the curriculum Good overall, the full statutory curriculum is in place and planning has been updated in line with recent national requirements. The National Literacy and Numeracy Strategies have been particularly well implemented. Provision for pupils with special educational needs Good, pupils are well supported. Provision for pupils with English as an additional language Not applicable Provision for pupils\222 personal, including spiritual, moral, social and cultural development Good provision for spiritual and cultural development, very good provision for social and moral development. Adults in the school provide very good role models. How well the school cares for its pupils Pupils are well cared for. Suitable procedures for child protection and health and safety are in place. Staff know the pupils well and use this to provide very good pastoral and academic support. Pupils are also encouraged to think about their own welfare and safety and about that of others. Behaviour is particularly well managed. A broad, balanced and relevant curriculum is taught, mainly through topics at Key Stage 1 and as separate subjects at Key Stage 2. Chalk Ridge Primary - 9 HOW WELL THE SCHOOL IS LED AND MANAGED Aspect Comment Leadership and management by the headteacher and other key staff Leadership and management at the school are very good. The headteacher provides very strong, dynamic leadership and effective management systems are well established. The recently appointed deputy head already has a clear complementary role. Other staff with management roles play a significant part in the forward development of the school. How well the governors fulfil their responsibilities Governors are knowledgeable and supportive and fulfil their statutory responsibilities well. The school\222s evaluation of its performance Well thought out monitoring systems mean that evaluation is carried out very well at all levels. The strategic use of resources Very good, money is spent appropriately and resources are closely matched to the school\222s needs. The headteacher has a clear vision for further school improvement. He also listens to the views of staff and pupils and responds accordingly through, for example, appropriate delegation. One example of the effectiveness of the management at the school is the way that all staff work very hard together to raise standards and provide interesting learning experiences for the pupils. The school applies the principles of best value very well. PARENTS\222 AND CARERS\222 VIEWS OF THE SCHOOL What pleases parents most What parents would like to see improved \267 The teaching is good and children make good progress. \267 The school expects children to work hard and achieve their best. \267 The school helps children to become responsible. \267 The children like school and they behave well. \267 The school is well led and managed. \267 Many would like more extra-curricular activities. \267 There is not enough information on progress. \267 The school does not set the right amount of homework. \267 The school does not work closely enough with parents. The inspection team agreed with the strengths mentioned by the parents. Some reports to parents are very detailed, some are less so. On the whole, however, information provided for parents is good and there is no evidence that the school does not work closely enough with parents. The provision of homework is appropriate and the children find it helpful. (Of the parents who wanted homework changed, some wanted more and some wanted less). The provision of extra-curricular activities at Key Stage 2 is broadly satisfactory \226 but there are none for Key Stage 1 children. Chalk Ridge Primary - 10 PART B: COMMENTARY WHAT THE SCHOOL DOES WELL Standards are above average in English and mathematics and well above average in science as a result of the very good teaching in these subjects. 1. In the 1999 National Tests of seven year olds, (SATs), results were above average in writing and well above average in reading and mathematics. In the tests of eleven year olds, results were above average in science and well above average in English and mathematics. Pupils did not perform as well in the Year 2000 tests except for science at the end of Key Stage 2 where results were even higher than those of the previous year. The findings of the inspection team are that current standards are above average at the end of both key stages in English and mathematics \226 and higher than this in some aspects of them \226 such as mental arithmetic and problem solving, and aspects of writing produced by higher attaining pupils. Standards in science \226 particularly in the knowledge aspects of the subject - continue to be well above average at Key Stage 2 and are above average at Key Stage 1. Pupils of all abilities achieve well. This is clear not only from lessons, but also from the fact that pupils enter the school with broadly average attainment, while attainment at the end of Key Stage 2 is above average. There are several reasons for the above average standards being achieved. One is the good quality planning at the school, which ensures that knowledge and skills are developed progressively as pupils proceed through it. The main reason, however, is the good subject knowledge of teachers and their particular skill in passing this on to the pupils through a wide range of strategies. Literacy and numeracy are delivered in sets to the older pupils and to discrete year groups in other parts of the school \226 even where there are mixed age classes. As a result, groups of pupils with different levels of attainment are well targeted in these subjects. 2. The inspection did not focus specifically on standards in reading, but evidence from test results and from some lessons indicates that standards in this aspect of English are above average overall, with a significant number of pupils achieving well above average standards by the time they leave the school. The school has analysed standards in writing and put a number of strategies in place to raise these further. Training days, for example, have been used to study writing. Pupils\222 progress is carefully tracked and targets are set. In addition to the well- implemented Literacy Hour, there are regular extended writing lessons. These tactics are already having a positive effect. By the time they reach Key Stage 2 many pupils can produce clear descriptive and imaginative writing with a good use of grammar and syntax. Pupils at the top end of the key stage use planning and re-drafting effectively to support the development of their writing, some of which is of a well above average standard. Throughout the school pupils are developing a clear, neat and legible style of handwriting. In one particularly successful English lesson seen during the inspection \226 a Year 2 Literacy Hour \226 the teacher\222s very good understanding of the process of teaching phonics enabled the pupils to acquire and re-enforce their basic skills. As a result of her enthusiasm and skilful questioning, pupils were highly motivated and successfully planned a well-structured story with characters and settings. In another at Year 6, detailed planning and crisp, exciting delivery of relevant material ensured that the pupils had a good understanding of aspects of \221A Midsummer Night\222s Dream\222 and a developing love for it. Standards in spelling are not as high as in other aspects of English \226 although still above the national average. 3. Mathematics is a subject where standards have improved significantly since the time of the last inspection. The reasons for this include the fact that the school implemented the National Numeracy Strategy a year early. Staff have been well trained and teaching has been effectively monitored. Planning is detailed and data analysis leads to individual target setting for pupils and a good match of work to their needs. Setting and single year group teaching have also contributed to rising standards. In a Year 2 lesson seen during the inspection, pupils were challenged to think about where a previous lesson had weaknesses. Most could interpret given data well and find patterns in numbers that enabled them to carry out arithmetical short cuts. In a very successful Year 6 lesson, pupils were inspired by the teacher and had a very good rate of learning. Most successfully used mental strategies for solving problems relating to fractions and Chalk Ridge Primary - 11 percentages. They could explain the strategies they used and had a well developed mathematical vocabulary. Pupils at both key stages have a very good level of scientific knowledge. Young Key Stage 1 pupils can describe different sources of light. By the end of this key stage, most pupils have a very good understanding of how to rectify mistakes in an electrical circuit. By the end of Key Stage 2 pupils are aware of the need for \221fair testing\222 in an investigation and recognise the need to only change one variable at a time. Although most science teaching is at least good, and lessons are made interesting for the pupils, one relative weakness is that investigative science is less well developed in the school than other, more knowledge based aspects of the subject. For example, although pupils do carry out scientific experiments, these are over directed by the teacher and, also, not carefully enough matched to the aptitudes of different groups of pupils in a class. The school is fully aware of this area for development and is currently putting into place strategies for strengthening it. The very good leadership and management means that what the school does is effectively monitored and improvements are continually made. 4. Leadership and management at the school are both of a very high standard. The headteacher provides very strong, dynamic leadership. He has a clear vision for future developments based on his very good knowledge of where the school currently stands and where standards need to be raised yet further. At the same time he is reflective and analytical. He responds well to the views of teachers and pupils and delegates successfully. The recently appointed deputy head has a clear complementary role and is already well established in her position. Members of the senior management team, key stage co-ordinators and subject co-ordinators also play a key part in the forward development of the school. Co-ordinators of key subjects, for example, are responsible for planning and are given time out of class to monitor teaching and the standards being achieved. This is a significant improvement since the last inspection. All staff at the school work very hard together to raise standards and provide interesting learning experiences for the pupils. The governing body carries out its statutory requirements fully. The chair and other governors are supportive of the school and have a clear view of its strengths and areas that could be improved further. A good committee structure helps the governing body to carry out its duties efficiently, while individual governors \226 such as the nominated special needs governor \226 have observed some teaching and learning. 5. The school improvement plan is a substantial, detailed and costed document, which is used as a practical working tool. Monitoring of its progress and of other areas of the school\222s work is well developed at both school and governor levels. In the recent past, the quality of teaching, standards in writing and aspects of mathematics and information communication technology have all been monitored effectively and relevant changes subsequently put into place. A range of individual and school teaching targets has been produced and acted upon following classroom observations by the head and other senior teachers, and some staff training sessions. Local education authority advisers have supported the school in its monitoring procedures, examining, for example, gender issues with the head and supporting co-ordinators in their monitoring of subjects. Good use is made of several assessment strategies \226 including non-compulsory national tests \226 to compile a database of information, which supports both strategic planning, and the application of resources to the needs of individuals and groups of pupils. 6. Financial planning has full regard for the principles of best value with, for example, several firms being asked to quote for the provision of a new computer suite, and the effect on standards of buying in extra staff to enable all pupils to be taught literacy and numeracy within single age groups being evaluated in terms of value for money. The teaching is very good and contributes well to the above average standards being achieved. 7. Teaching was good or better in 84 percent of lessons seen during the inspection and very good or excellent in 28 per cent. It was satisfactory in the remainder. There are many strengths in the teaching at the school. One of these is that in all lessons teachers share the learning objectives with the pupils. This means that the latter have a clear idea of what they are trying to achieve. Chalk Ridge Primary - 12 Pupils are listened to by teachers and their views are taken seriously. Planning is effective and delivery of material frequently inspires the pupils to want to learn and to achieve well. Teachers have a good knowledge and understanding of the aspects of the subject that they are imparting and, with enthusiasm, encourage the pupils to enjoy what they are learning \226 such as when Year 6 pupils explore aspects of \221A Midsummer Night\222s Dream\222 or when Year 2 pupils are exposed to relevant technical language in a science lesson. Discipline is very positive and consistently successful. As a result, relationships at all levels are very good. Teachers use a good variety of methods to keep the interest of the pupils and to ensure that they are gaining new skills and knowledge. There is a good level of challenge to most lessons and questioning is used to good effect in making pupils think deeply about the issues they are studying. In a Year 3 literacy lesson, for example, questioning was particularly challenging and relevant and extended pupils\222 comprehension of the text they were studying very well. Occasionally, work set is not closely enough matched to the attainment levels within a class and this detracts from the learning of some pupils. Literacy and numeracy are particularly well taught, but there were no significant weaknesses in any of the subjects seen during the inspection. One relative weakness of the teaching at the school is that pupils are sometimes over directed in an activity and do not have enough opportunity to have a say in the process of their own learning. An example of this is in investigative science when pupils do not have the chance to design their own experiment to solve a problem. The school makes very good provision for pupils\222 moral and social development, and as a result, their attitudes are very positive, they are keen to learn and they work hard. 8. The school provides for pupils\222 moral development in a number of successful ways and they have a well-developed sense of right and wrong. All adults in the school provide very good role models and calmly and consistently apply the school\222s behaviour policy. This is an integral element of the school\222s overall very good ethos. Systems of rewards and sanctions include lunchtime supervisors\222 awards, stars and certificates, merit assemblies and behaviour records. These are all understood and respected by the pupils. Relevant issues are discussed during personal, social and health education lessons, religious education lessons, during assemblies and at other appropriate times. As a result of this, pupils\222 behaviour in class and around the school is very good. Pupils are friendly and co-operate well with one another. They respect each other\222s views and are very polite. From their first days in the reception class, children are carefully shown how to share toys and to select activities and resources confidently. As they proceed through the key stages they have increasing opportunities to take on minor responsibilities in class and around the school. In Year 6 a number of pupils are selected as prefects who, for example, meet visitors to the school and help supervise younger children. The prefects appropriately meet with their key stage co-ordinator every four weeks to discuss any emerging issues. As a result of the safe and caring environment provided, pupils are keen to come to school and once there work hard in a happy atmosphere. Chalk Ridge Primary - 13 WHAT COULD BE IMPROVED The pupils do not have enough opportunities to take charge of their own learning. 9. The last report identified as a key issue the fact that the school did not provide enough opportunities for pupils to take responsibility for their own learning or to develop independence through investigation and enquiry. Since then, the school has gone a long way towards rectifying this. Frequent opportunities are provided during, for example, literacy and numeracy lessons for pupils to work on their own without direct adult supervision and most react to these very well, proving themselves to be responsible and well motivated. Much investigative work now takes place in both mathematics and science and there are regular research opportunities in other subjects \226 such as history. However, most of these tasks are provided and directed by teachers and, in some lessons, pupils are not given enough opportunities to ask and answer their own questions as well as those posed by their teacher. An example of this is in some science lessons when there is scope for pupils to be more involved in designing their own experiments. Another is in an occasional literacy lesson where the teacher talks too much and the pupils become passive listeners rather than active participators. This issue, however, is a relatively minor weakness in what is otherwise very good quality teaching. Although the school has improved information and communication technology provision and raised standards in the subject to the national expectation, standards are still not high enough for this school. 10. Since the time of the last report, when standards and provision for information and communication technology were judged to be a weakness, the school has done much to improve its delivery of the subject. Planning has improved and the school has invested a considerable amount of money in resourcing the subject. Teachers have gained in confidence and as a result of the overall improved provision, standards are now at expected levels throughout the school. However, many of the improvements are relatively recent and have not yet fully impacted on standards \226 with the result that these are still relatively poorer than those being achieved in the other key subjects. Teaching was good in most of the lessons seen during the inspection and pupils learned well. At the end of Key Stage 1, pupils successfully use a computer program to develop their mapping skills. At Key Stage 2 they cut and paste text and change fonts successfully. Most pupils enjoy the subject and are keen to improve their skills. Some teachers still need further training in information and communication technology, and a formal system for assessing and recording pupils developing skills has yet to be implemented, which means that it is harder to match work set to the needs of different pupils. The school has plans to monitor teaching in the subject with the support of a local authority adviser and to implement assessment strategies in the near future. Chalk Ridge Primary - 14 WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? In the context of the school\222s many strengths, the governors, headteacher and staff should carry out the following actions in order to raise standards and improve provision still further. 1. Develop strategies within lessons to encourage pupils to be more directly involved in planning the course of their own learning (paragraphs 7 and 9). 2. Continue to raise standards in information and communication technology by: a) further raising staff confidence in the delivery of the subject; b) implementing relevant strategies for assessing pupils\222 progress in gaining ICT skills (paragraph 10). The school has already identified further improvements to its provision for information and communication technology as a developmental priority. Chalk Ridge Primary - 15 PART C: SCHOOL DATA AND INDICATORS Summary of the sources of evidence for the inspection Number of lessons observed 25 Number of discussions with staff, governors, other adults and pupils 15 Summary of teaching observed during the inspection Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 8 20 56 16 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons. Information about the school\222s pupils Pupils on the school\222s roll Nursery YR \226 Y6 Number of pupils on the school\222s roll (FTE for part-time pupils) 367 Number of full-time pupils eligible for free school meals 15 FTE means full-time equivalent. Special educational needs Nursery YR \226 Y6 Number of pupils with statements of special educational needs 2 Number of pupils on the school\222s special educational needs register 88 English as an additional language No of pupils Number of pupils with English as an additional language 9 Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 24 Pupils who left the school other than at the usual time of leaving 14 Attendance Authorised absence Unauthorised absence % % School data 3.7 School data 0.1 National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Chalk Ridge Primary - 16 Attainment at the end of Key Stage 1 Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 18 33 51 National Curriculum Test/Task Results Reading Writing Mathematics Boys 15 17 16 Numbers of pupils at NC level 2 and above Girls 32 31 30 Total 47 48 46 Percentage of pupils School 92 (87) 94 (91) 90 (84) at NC level 2 or above National 82 (80) 83 (81) 87 (85) Teachers\222 Assessments English Mathematics Science Boys 18 16 18 Numbers of pupils at NC level 2 and above Girls 30 30 33 Total 48 46 51 Percentage of pupils School 94 (91) 90 (82) 100(100) at NC level 2 or above National 82 86 87 Percentages in brackets refer to the year before the latest reporting year. Attainment at the end of Key Stage 2 Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 36 21 57 National Curriculum Test/Task Results English Mathematics Science Boys 29 29 32 Numbers of pupils at NC level 4 and above Girls 21 21 21 Total 50 50 53 Percentage of pupils School 88 (73) 88 (49) 93 (82) at NC level 4 or above National 70 (65) 69 (59) 78 (69) Teachers\222 Assessments English Mathematics Science Boys 22 29 29 Numbers of pupils at NC level 4 and above Girls 21 20 20 Total 43 49 49 Percentage of pupils School 75 (67) 86 (47) 86 (84) at NC level 4 or above National 68 69 75 Percentages in brackets refer to the year before the latest reporting year. Chalk Ridge Primary - 17 Ethnic background of pupils Exclusions in the last school year No of pupils Fixed period Permanent Black \226 Caribbean heritage 0 Black \226 Caribbean heritage 0 0 Black \226 African heritage 0 Black \226 African heritage 0 0 Black \226 other 0 Black \226 other 0 0 Indian 1 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 2 Bangladeshi 0 0 Chinese 1 Chinese 0 0 White 318 White 0 0 Any other minority ethnic group 0 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Teachers and classes Financial information Qualified teachers and classes: YR \226 Y6 Total number of qualified teachers (FTE) 15.1 Financial year 1999/2000 Number of pupils per qualified teacher 29:1 Average class size 31.4 \243 Total income 600045 Education support staff: YR \226 Y6 Total expenditure 609970 Total number of education support staff 19 Expenditure per pupil 1640 Total aggregate hours worked per week 164 Balance brought forward from previous year 33459 Balance carried forward to next year 23534 Chalk Ridge Primary - 18 Results of the survey of parents and carers Questionnaire return rate Number of questionnaires sent out 377 Number of questionnaires returned 51 Percentage of responses in each category Strongly agree Tend to agree Tend to disagree Strongly disagree Don\222t know My child likes school. 59 39 2 0 0 My child is making good progress in school. 47 51 2 0 0 Behaviour in the school is good. 47 49 2 0 2 My child gets the right amount of work to do at home. 27 49 18 4 2 The teaching is good. 49 51 0 0 0 I am kept well informed about how my child is getting on. 25 51 20 4 0 I would feel comfortable about approaching the school with questions or a problem. 63 31 4 2 0 The school expects my child to work hard and achieve his or her best. 63 37 0 0 0 The school works closely with parents. 25 49 18 2 6 The school is well led and managed. 59 37 2 0 2 The school is helping my child become mature and responsible. 45 53 0 0 2 The school provides an interesting range of activities outside lessons. 12 27 25 8 28 Other issues raised by parents Most comments on the questionnaires and at the meeting were positive. There was praise for the dedication of the staff and for the attitudes and values promoted. The school was described as caring and responsive. There were some concerns about the approach to reading at Key Stage 1 and about a lack of \221hands on\222 experience in science.)
👥 Staff Sentiment & Operational Realities
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🔮 Predictive Ofsted Risk Profile
6 of 11 signals assessed
0%
Risk
Low Risk
High confidence
No elevated risk indicators across the 6 of 11 signals we were able to assess.
✔
No risk indicators found across the 6 signals assessed.
✔ Positive indicators
- No open statutory requirements on the most recent inspection report.
- Rated Good at the most recent inspection.
- Last inspected September 24, 2024 - the published judgement is current.
- Parent operator shows no insolvency filings.
5 signals could not be assessed
- Manager tenure - not recorded.
- Manager turnover - changes have only been tracked since July 30, 2026; no earlier history exists.
- Registration status - not recorded.
- Staff sentiment - fewer than 3 verified reviews in the last six months.
- Area deprivation - this postcode has not been geocoded yet.
Derived from published Ofsted and CQC judgements, statutory requirements listed on inspection reports, and verified staff reviews. This is a directory-generated indicator, not a regulator judgement. Recalculated 1 second ago.
⚠️ Area Risk Analysis
Neighbourhood context
Not yet assessed
Area crime data has not been retrieved for this postcode yet.
Sources: police.uk street-level crime API and MHCLG English Indices of Deprivation. Crime is recorded at the neighbourhood level and does not describe the provision itself.
🌊 Flood Risk Intelligence
Very Low Risk
Environment Agency flood zone monitoring probability rating.
🗺️ Interactive Geospatial Risk & Asset Map
Visualize the facility location relative to nearby registered social care providers (within 5 miles), transport infrastructure links, and local environmental hazards.
Current Facility
Nearby Providers
Flood Risk Zone
🚇 Infrastructure Score
8
Transit Score
Fuzzy public bus & rail network density rating (1-10)
🌐 Wikipedia Insights
Hampshire
County of England
Hampshire is a ceremonial county in South East England. It is bordered by Berkshire to the north, Surrey and West Sussex to the east, the Isle of Wight across the Solent to the south, Dorset to the west, and Wiltshire to the north-west. The city of Southampton is the largest settlement.
Read full Wikipedia article →📊 Local Area Stats & Health Trends (hampshire)
SEND Tribunal Appeals
| Appeal Rate | 2.16% |
| Decisions Upheld | 90% |
| Mediation Rate | 33% |
OHID Fingertips Public Health
| Life Expectancy | 82 years |
| Depression Rate | 14.3% |
| Childhood Obesity | 22.2% |
🍏 Food Hygiene Rating (FSA)
5
Rating: 5 / 5
Last Inspected: 2026-05-18
👥 School Governance Board
No current governance information available for this school.
📞 Contact Information
| Street Address | Sullivan Road, Brighton Hill, Basingstoke, Hampshire, RG22 4ER |
🏢 Parent Operator Group
SHAW RIDGE PRIMARY SCHOOL
| CRN Number | 08714241 |
| HQ Postcode | SN55PU |
| Insolvency Risk | active |
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Care Leaver Transition & Statutory Support Portal
Connecting care leavers directly to post-18 statutory support, setting-up home grants, local council offers, and independent living preparation tools.
🏛️ Statutory Local Offer: hampshire
Statutory SupportLeaving Care Grant (Setting-up Home Allowance)
£2,000Statutory grant to buy furniture and essentials for your first home.
Council Tax Exemption
Statutory Council Tax exemption applies up to age 21 (varies to 25 depending on local council guidelines).
Higher Education Bursary
Statutory £2,000 Higher Education bursary plus vacation housing support assistance.
PA / Leaving Care Support Team
hampshire Council Leaving Care Services - Please contact the local council directly for team details.
📋 Transition & Rights Checklist (Post-18 Planning)
Turning 18 is a big step! The Children Act 1989 guarantees you specific support as a care leaver. Use this checklist to verify your transition planning is on track.
Allocate a Personal Advisor (PA) ▾
Claim Your Setting-Up Home Allowance ▾
Secure Housing Pathway & Priority Need ▾
Council Tax Exemption Check ▾
Apply for Higher Education Bursary ▾
Review Your Pathway Plan ▾
🔍 Corporate Ownership & Financial Transparency Tracker
Companies House CRN: 08714241 | Operator: SHAW RIDGE PRIMARY SCHOOL
Corporate Structure Tree Visualizer
Click on any corporate tier box above to view tracing details below.
Risk & Insolvency Flags
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Inactive Status: dissolved
The legal entity is not listed as active. This indicates severe structural or operational risk.