Chalfont St Peter Infant School

Chalfont St Peter Infant School is a warm, inclusive and close-knit school where pupils are happy, feel well cared for and respond well to high expectations. The curriculum is ambitious and carefully mapped from early years, including for pupils with SEND, and early reading is a clear priority. Personal development is a particular strength: pupils take on responsibilities, learn about safety and British values, and are encouraged to aim high through initiatives such as choosing their own ‘North Star’. Leadership and governance are also strong, with effective support and challenge, good attention to staff workload and well-being, and effective safeguarding arrangements. The school’s early years provision and behaviour and attitudes are good, and most pupils attend well. Pupils learn to read fluently and produce careful written work, while outdoor learning and whole-school productions help them develop talents and interests. Leaders work well with other schools and community groups to support transitions. The main area for improvement is consistency in teaching precision: recent training is not yet fully embedded across all areas of the curriculum, so although pupils’ outcomes are strong, they are not yet exceptional. Conversations with adults do not always extend pupils’ use of new vocabulary as well as they could, and the new mathematics programme is having a positive impact but is not yet exceptional. This was the school’s first routine inspection since the COVID-19 pandemic, and under the current framework no overall effectiveness grade is awarded.

Strengths

• Warm, friendly and inclusive school community where pupils are happy and thrive
• High expectations that pupils understand and work hard to meet
• Ambitious curriculum mapped precisely for all pupils, including those with SEND
• Strong early years provision that builds important knowledge and skills for later learning
• Early reading is prioritised, with books matched to pupils’ phonics knowledge
• Regular workshops and ‘learn with me’ sessions help parents support reading at home
• Personal development is exceptional and fully inclusive
• Pupils develop talents and interests well, including through forest school and productions
• Pupils take on roles of responsibility diligently, such as eco-councillors and play leaders
• Pupils learn to regulate their behaviour and manage their emotions from early years
• Leaders build strong community and school networks that support transitions
• Governors understand their roles well and provide effective support and challenge
• Staff feel supported, value professional development and are proud to be part of the team
• Safeguarding arrangements are effective

Areas for Improvement

• Recent training is not consistently implemented by all staff, so teaching is less precise in some curriculum areas
• Pupils’ outcomes are strong but not yet exceptional
• Conversations with adults do not always develop pupils’ use of new vocabulary as well as they could
• The new mathematics programme is having a positive impact but is not yet exceptional

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Chalfont St Peter Infant School attended 94.7% of sessions (the national figure for primary schools was 94.8%). 11.7% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Chalfont St Peter Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Chalfont St Peter Infant School had 20.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 13.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 7.0% of pupils at Chalfont St Peter Infant School were on SEN support (nationally 15.4%) and 2.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Chalfont St Peter Infant School received £6,952 and spent £7,050 for each of its 171 pupils. It ended the year with reserves of £86,000 (£502 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Gerrards Cross · Buckinghamshire local authority: places and applications

What is Chalfont St Peter Infant School's Ofsted rating?

The latest Ofsted rating for Chalfont St Peter Infant School is Good, from an inspection in November 2024.

When was Chalfont St Peter Infant School last inspected by Ofsted?

Chalfont St Peter Infant School was last inspected in November 2024.

How many pupils does Chalfont St Peter Infant School have?

Chalfont St Peter Infant School has 171 pupils on roll.

What age range does Chalfont St Peter Infant School cover?

Chalfont St Peter Infant School for pupils aged 5 to 7.

Where is Chalfont St Peter Infant School?

Chalfont St Peter Infant School is at Lovel End, Chalfont St. Peter, GERRARDS CROSS, Buckinghamshire, SL9 9PB.