Chaddesden Park Primary School

Chaddesden Park Primary School has improved significantly under relatively new senior leadership and is now strong in attendance, behaviour, leadership and governance. Pupils are proud of their school, attend well above national rates, behave exceptionally well and feel safe. The school has an open safeguarding culture, strong trust support, high staff morale and positive parental feedback. Early years provision gives children a very positive start, and the school is inclusive, with effective support for pupils who fall behind or have SEND. The main areas still developing are achievement and some aspects of teaching. The curriculum is well designed and teaching is typically effective, but in a few lessons teachers do not check pupils' understanding carefully enough, so misconceptions can go unaddressed. Historic outcomes at the end of key stage 2 have been low, particularly for disadvantaged pupils, and too many older pupils still have gaps, especially in transcription. Leaders have taken robust action and current achievement is improving rapidly, but the full impact is not yet evident. Phonics is a notable strength. Leaders should embed their work on teaching and achievement so outcomes, including for disadvantaged pupils, no longer differ significantly from national. They should also clarify how the pupil premium strategy will be evaluated, ensure all staff understand their role in it, and ensure teachers consistently check how well pupils are learning in lessons. The school is part of Learners' Trust and has undergone significant leadership changes since its last inspection, with the current headteacher appointed in September 2024.

Strengths

• High attendance rates across all groups, above national over the last two years.
• Low levels of persistent absence and sustained improvement when the school intervenes.
• Highly positive behaviour, with exemplary manners and courtesy.
• Pupils feel safe and bullying is extremely rare.
• Strong and ambitious senior leadership that has secured significant improvements.
• Robust quality assurance and a clear vision focused on pupils' best interests.
• Staff are proud, motivated and well supported with training and workload/wellbeing.
• Parents are typically positive and praise improved communication and accessibility.
• The trust provides strong challenge and support and understands the school's strengths.
• Well-designed, cumulatively sequenced curriculum across subjects and stages.
• Effective early years provision with a sharp focus on communication and language.
• Children get off to a positive start and are well cared for, settled and happy.
• Inclusive school that accurately identifies and supports pupils falling behind.
• Strong support for pupils with SEND, including detailed EHC plan targets.
• Well-designed personal development programme covering safety, respect, relationships and British values.
• Broad enrichment, clubs and cultural capital experiences, made accessible to all pupils.
• Pupils achieve well in phonics, significantly above typical national levels over the last three years.
• Pupils take on responsibilities and contribute positively to school life.

Areas for Improvement

• Achievement at the end of key stage 2 has historically been too low and remains below national.
• Disadvantaged pupils achieve significantly lower than non-disadvantaged pupils nationally.
• Too many older pupils still have gaps in their learning, especially in transcription.
• In a small number of lessons, teachers do not check carefully enough how well pupils are learning, so misconceptions are not addressed.
• The pupil premium strategy does not clearly show how the impact of actions will be evaluated.
• Some staff are not clear about their role in delivering the pupil premium strategy.
• The school does not routinely monitor how pupils known, or previously known, to social care are progressing.
• The full impact of leaders' work to improve teaching and achievement is not yet seen.

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 Chaddesden Park Primary School attended 96.4% of sessions (the national figure for primary schools was 94.8%). 6.3% 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, 0.9% of pupils at Chaddesden Park 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 Chaddesden Park Primary School had 20.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 14.3% 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, 17.9% of pupils at Chaddesden Park Primary School were on SEN support (nationally 15.4%) and 3.9% 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 2024–25 Chaddesden Park Primary School received £8,439 and spent £8,144 for each of its 221 pupils. It ended the year with reserves of £359,000 (£1,626 per pupil).

Across all 20 schools of Learners' Trust, income was £8,896 and spending £8,606 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Derby · Derby local authority: places and applications

Chaddesden Park Primary School is part of Learners' Trust, which runs 21 schools. The nearest others:

• Brookfield Primary School Derby
• Somerlea Park Junior School Alfreton
• Somercotes Infant and Nursery School Alfreton
• Model Village Primary School Mansfield
• Walton Holymoorside Primary School Chesterfield
• Westfield Infant School Chesterfield
• Old Hall Junior School Chesterfield
• Ashgate Croft School Chesterfield
• Brimington Manor Infant and Nursery School Chesterfield
• Holme Hall Primary School Chesterfield

What is Chaddesden Park Primary School's Ofsted rating?

The latest Ofsted rating for Chaddesden Park Primary School is Needs attention, from an inspection in June 2026.

When was Chaddesden Park Primary School last inspected by Ofsted?

Chaddesden Park Primary School was last inspected in June 2026.

How many pupils does Chaddesden Park Primary School have?

Chaddesden Park Primary School has 207 pupils on roll.

What age range does Chaddesden Park Primary School cover?

Chaddesden Park Primary School for pupils aged 3 to 11.

What are Chaddesden Park Primary School's SATs (KS2) results?

In 2025, 50% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Chaddesden Park Primary School?

Chaddesden Park Primary School is at Carson Road, Chaddesden, Derby, Derbyshire, DE21 6JW.