Chalford Hill Primary School

Chalford Hill Primary School is a welcoming, community-focused school where pupils feel safe, accepted and well supported. The school’s personal development and wellbeing offer is a particular strength: pupils benefit from excellent pastoral care, a wide range of clubs, trips and leadership opportunities, and a curriculum that develops their confidence, values and understanding of difference. Safeguarding standards are met, and pupils’ behaviour and attendance are strong. Most areas of the school’s work are secure. Pupils achieve well overall, reading outcomes are above national averages, the curriculum is broad and ambitious, early years gets children off to a positive start, and pupils with SEND are identified accurately and generally well supported. Leadership and governance are robust, staff receive strong professional development, and parents are overwhelmingly positive. Leaders should sharpen assessment practice so that teaching consistently builds on what pupils already know, and ensure adults make the most of interactions to extend children’s language and vocabulary, especially in early years and key stage 1. A small minority of pupils do not always gain the essential knowledge they need, and published outcomes for disadvantaged pupils are below national averages with a wide gap.

Strengths

• Extensive personal development and wellbeing programme that builds pupils’ confidence and individuality
• Excellent pastoral care and respectful staff-pupil relationships
• Broad, ambitious and logically sequenced curriculum across subjects
• Strong reading outcomes, with attainment above national averages
• Effective phonics teaching and timely support that help pupils catch up quickly
• Meticulous attendance tracking and consistently high attendance
• Positive behaviour culture where pupils are kind, polite and motivated
• Effective early years provision with strong reading, writing and maths foundations
• Accurate SEND identification and well-adapted teaching and resources
• Robust governance and strong professional development for staff
• Overwhelming parental support and a strong sense of community
• Wide range of enrichment, leadership and careers-related opportunities

Areas for Improvement

• Teachers do not always use assessment checks precisely to build on prior learning, so a minority do not consolidate or deepen understanding
• Teaching occasionally fails to reduce academic barriers for a small minority, meaning some do not gain essential knowledge
• Early years and key stage 1 interactions are not always timely or precise enough to extend language and vocabulary
• Disadvantaged pupils’ published outcomes are below national averages, with a wide disadvantage gap

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 Chalford Hill Primary School attended 96.4% of sessions (the national figure for primary schools was 94.8%). 4.7% 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, 1.0% of pupils at Chalford Hill Primary 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 Chalford Hill Primary School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.2% 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, 16.9% of pupils at Chalford Hill Primary School were on SEN support (nationally 15.4%) and 1.0% 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 Chalford Hill Primary School received £5,792 and spent £6,463 for each of its 195 pupils. It ended the year with a deficit of £179,000 (-£915 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 Stroud · Gloucestershire local authority: places and applications

What is Chalford Hill Primary School's Ofsted rating?

The latest Ofsted rating for Chalford Hill Primary School is Expected standard, from an inspection in January 2026.

When was Chalford Hill Primary School last inspected by Ofsted?

Chalford Hill Primary School was last inspected in January 2026.

How many pupils does Chalford Hill Primary School have?

Chalford Hill Primary School has 195 pupils on roll.

What age range does Chalford Hill Primary School cover?

Chalford Hill Primary School for pupils aged 5 to 11.

What are Chalford Hill Primary School's SATs (KS2) results?

In 2025, 64% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Chalford Hill Primary School?

Chalford Hill Primary School is at Chalford Hill, Stroud, Gloucestershire, GL6 8LG.