School inspection report
21 to 23 April 2026
Chigwell School
High Road
Chigwell
IG7 6QF
The Independent Schools Inspectorate is appointed by the Department for Education to inspect association independent schools in England. Our inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
Summary of inspection findings
1. Governors and leaders manifest clear strategic intent and a culture of high professional confidence. Governors meet regularly with senior leaders, staff and pupils to understand how policies and procedures work in practice. They ensure that leaders fulfil their responsibilities effectively so that the Standards are met. However, at the time the inspection began, the mobile phone policy was not in accordance with published guidance. This was rectified before the conclusion of the on-site inspection.
2. Leaders place pupils’ wellbeing at the centre of their work. They provide effective pastoral provision alongside a broad and balanced curriculum and a wide range of co-curricular opportunities to meet individual pupils’ needs. They foster a supportive community, an adventurous spirit and an inclusive ethos that embodies the school’s values of happiness, courage and resilience, an innovative approach, kindness and lifelong learning.
3. The curriculum provides pupils with opportunities to acquire broad subject knowledge and skills leading to qualifications at GCSE and A level. Teaching enables children and pupils across all year groups to think deeply about their learning and to make links between subjects and the wider world. The positive relationships between pupils and staff promote independence and confidence, enabling pupils to take risks that support their overall academic progress.
4. Leaders prioritise strategic plans that support pupils’ holistic development and strengthen educational provision. The development of wellbeing and extensive co-curricular and student leadership programmes, which work cohesively together, promote a strong sense of community and belonging among pupils, based on trust and mutual respect. This inclusive environment and coherent provision gives pupils the space and opportunity to forge strong relationships and develop significant levels of personal initiative and responsibility, as well as lifelong skills. This is a significant strength of the school.
5. Leaders create effective pastoral care structures to promote pupils’ mental health and emotional wellbeing. Form tutors provide clear guidance to pupils and identify any concerns at an early stage. Pastoral leaders monitor pupils’ wellbeing and behaviour and work with a team of professionals, including external specialists, to provide additional support, as required. The personal, social, health and economic education (PSHE) and relationships and sex education (RSE) programmes, alongside regular mentoring, equip pupils to understand different perspectives and to make informed personal choices.
6. Robust health and safety measures promote pupils’ wellbeing. Effective deployment of staff ensures that pupils, including boarders and children in early years, are well supervised. Leaders monitor attendance carefully and respond promptly to any absences. Suitable fire safety measures and medical provision promote a secure environment for pupils and boarders. Staff write detailed risk assessments to mitigate identified risks, including for educational activities. However, at the time the inspection began, leaders did not ensure that risk assessment procedures in boarding were suitably rigorous. This was rectified before the conclusion of the on-site inspection.
7. Pupils gain broad cultural and spiritual awareness through assemblies, chapel worship, and the shared experiences of the school’s local and international pupil body. Staff support pupils to make
informed decisions about their future subject options and careers. Pupils develop economic and financial understanding and contribute to the local community.
8. Leaders create a culture of vigilance in their safeguarding work. Leaders with responsibility for safeguarding manage the wellbeing and safety of pupils successfully. The proprietor and leaders ensure that safer recruitment checks are carried out assiduously on adults before they begin work at the school.
The extent to which the school meets the Standards
Standards relating to leadership and management, and governance are met.
Standards relating to the quality of education, training and recreation are met.
Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
Standards relating to pupils’ social and economic education and contribution to society are met.
Standards relating to safeguarding are met.
Recommended next steps
Leaders should:
ensure staff consistently implement risk assessment procedures in boarding in line with the school’s policies
ensure that the mobile phone policy is in accordance with published guidance and implemented consistently
Section 1: Leadership and management, and governance
9. Governors oversee leaders’ work relating to whole-school strategy and pupils’ wellbeing and provide leaders with appropriate support and challenge. They visit regularly to meet with pupils, staff and leaders to understand the school’s context and to triangulate the information they receive from leaders. Governors understand the school’s contextual risks, scrutinise polices and plan for any unintended consequences. Through analysis of reports from school leaders and involvement in local authority governance forums, governors maintain a well-informed understanding of school life. They ensure that leaders receive suitable training and possess the knowledge to lead effectively so that the Standards are met consistently.
10. Leaders identify potential risks and develop effective systems, including a whole-school risk register, to mitigate them. Detailed risk assessments cover the school premises, educational visits and individual pupils who have particular health needs. Leaders act on the recommendations of fire safety specialists and employ enhanced security measures around the school site, such as electronic door codes and gates, and CCTV. However, at the time the inspection began, leaders did not implement suitable risk assessment procedures regarding staff accommodation in boarding. This was swiftly rectified during the inspection.
11. Academic leaders design changes to classroom environments to facilitate quality teaching and learning. Leaders’ reflections on the role of technology in the classroom contribute to a phased introduction of tablets to support pupils’ learning. Leaders provide effective oversight of the delivery of the curriculum through the programme of departmental reviews featuring pupils’ views, data analysis, lesson observations and learning walks. Collectively, these measures ensure thorough and effective quality assurance, most notably in the senior school.
12. Early years leaders oversee daily safeguarding and risk management to ensure a safe, orderly environment where children can engage confidently in both indoor and outdoor learning. Leaders implement an ambitious, well-resourced curriculum that prioritises independence, engagement and continuity into later years. As a result, highly motivated children develop good foundational skills.
13. Within the school’s small boarding community, suitably trained leaders create a warm and inclusive culture characterised by mutual respect, support and kindness. Leaders ensure that boarders receive appropriate induction, including the importance of key British values. Effective links between pastoral, academic and residential staff help to promote boarders’ wellbeing. Leaders ensure that boarders have broad experiences to support their overall development, which facilitates their successful application to universities, both home and abroad.
14. Leaders provide comprehensive information to parents through the school’s website. They ensure that policies are reviewed annually and updated during review cycles. However, when the inspection began, leaders did not ensure that the mobile phone policy reflected current guidance. This was rectified appropriately during the inspection.
15. Leaders ensure that parents can access an appropriate complaints policy on the school’s website. They take prompt action to follow up any parental concerns, so that they are suitably resolved. Leaders maintain detailed records and implement any lessons learnt effectively. Parents receive regular written reports about their child’s progress and attainment, and have opportunities to discuss these with the teachers.
16. Leaders liaise closely with local authorities to support pupils’ wellbeing. They make safeguarding referrals in a timely manner, as required. Leaders inform local authorities about pupils who join or leave the school at non-standard transition points. Leaders also provide local authorities with appropriate information about pupils who have an education, health and care plan (EHC plan), including information related to finance and funding.
17. Leaders ensure that pupils who have special educational needs and/or disabilities (SEND) benefit from appropriate support provided by well-trained staff. Individual learning plans (ILPs) set out clear targets for these pupils and enable them to make good progress. Leaders implement an appropriate accessibility plan. This includes initiatives and actions to ensure that pupils can access the curriculum and the school site. As a result, leaders fulfil their duties under the Equality Act 2010.
The extent to which the school meets Standards relating to leadership and management, and governance
18. All the relevant Standards are met.
Section 2: Quality of education, training and recreation
19. Pupils benefit from a broad, balanced and ambitious curriculum that promotes academic achievement alongside personal development in intellectual, aesthetic, creative and physical fields. Subject leaders have high levels of expertise and develop courses that foster in pupils an understanding of how their subject is applied in the modern world. For instance, in Year 9 music, pupils learn about film composition and, in Year 10 art and design, they use graphics to design album covers.
20. Highly effective teaching promotes calm classroom environments and positive relationships and learning behaviours. Well-planned teaching makes effective use of engaging materials, including a range of sources, illustrations and interpretations. Teachers know their pupils well and use probing questions to promote in-depth learning, thinking and understanding. In GCSE history, for example, pupils think deeply about social Darwinian theories that historically influenced attitudes to imperial conquest. They make conceptual links to challenge myths and misconceptions and show awareness of the dangers of propaganda. In Year 10 computer science, pupils are able to ‘debug’ a section of code. Meanwhile, practical and collaborative work in music and drama develops pupils’ experimental thinking and creative confidence.
21. Pupils demonstrate secure knowledge, sustained concentration and a willingness to engage with challenge, particularly where lessons build on prior learning and promote higher order thinking. In Year 2 English, precise modelling and scaffolding enables pupils to apply literary devices confidently in their own writing. Effective challenge is seen in Year 12 English, as teaching facilitates pupils’ depth of analysis and independent thinking on Othello, leading to mature and insightful responses.
22. Pupils build skills as they progress through the school. In prep, pupils investigate chemical reactions, solve problems in mathematics and research energy fields in science. This lays secure foundations for mathematics, science and modern foreign languages, where pupils are well prepared for advanced study. In Year 10 Spanish, pupils use grammatical vocabulary confidently to describe tenses and discuss gender. This grasp of language paves the way to faster progress and attainment.
23. Early years teachers create a stimulating environment that supports children’s development in reading, writing and numeracy. In Reception, children learn to read and build their vocabulary using phonics and well-chosen reading programmes. Staff encourage children to transfer literacy skills into role play, promoting their communication and language skills. Children learn numeracy through practical and well-sequenced activities such as measuring the length of jelly worms using a ruler and matching fossils to shadows. Teachers use purposeful resources to prepare children successfully for the next steps in their learning and for the transition to Year 1.
24. Leaders identify and support pupils who have SEND with appropriate strategies, including for pupils who have an EHC plan. For example, appropriate accessible text for pupils with visual impairment removes barriers to learning. In drama, teachers implement clear, specific plans to support pupils’ behaviour. Pupils benefit from specialist reading support, as required. These strategies ensure that pupils who have SEND make very good progress.
25. Leaders assess pupils who speak English as an additional language (EAL) to identify their needs and provide them with effective support, such as subject-specific vocabulary lists Specialist teaching enables these pupils to learn well and develop high levels of fluency in English.
26. Leaders provide an effective assessment framework comprising standardised tests, end-of-topic tests and end-of-year examinations. Teachers use this data to actively track pupils’ progress and target support appropriately. If pupils’ test results dip in a particular subject, immediate actions are put in place, such as requiring pupils to attend subject ‘clinics’ to clarify areas of weaker understanding.
27. Teachers’ detailed feedback, both written and verbal, helps pupils to consider success criteria and supports the next steps in their learning. This enables pupils to achieve above the national average in GCSE and A-level examinations.
28. Pupils pursue a wide range of co-curricular activities to develop their interests. Prep school pupils can learn the guitar, play pickleball, take part in robotics, rehearse in chapel choir and compete in team challenges. Older pupils enjoy coding, debating and participating in sports fixtures. They take part in ambitious school drama productions and compete in the school’s ‘musician of the year’ competition. Through these activities, pupils develop a range of skills, learn to work collaboratively and develop greater confidence and self-esteem.
The extent to which the school meets Standards relating to the quality of education, training and recreation
29. All the relevant Standards are met.
Section 3: Pupils’ physical and mental health and emotional wellbeing
30. Leaders implement a well-planned pastoral care programme that supports pupils’ mental and emotional wellbeing. Staff promote positive relationships and a calm, orderly learning environment to enhance pupils’ sense of security. Professional counsellors provide further support for pupils’ mental health. Regular survey analysis and monitoring by pastoral leaders and form tutors ensure that provision responds appropriately to pupils’ needs.
31. Leaders develop cohesive wellbeing and co-curricular and student leadership programmes, which contribute to a strong sense of community, belonging and inclusive values shared among pupils. Pupils appreciate the many opportunities they have to develop their unique talents and interests. These range from intellectual pursuits, such as discussion in book clubs and studying for national mathematics and science challenges to yoga and board games. The targeted engagement of pupils who have SEND in co-curricular activities shapes their experience in a manner well suited to their needs. The holistic approach to personal development and mental wellbeing enables pupils to develop significant levels of self-awareness and confidence, initiative and personal responsibility.
32. Staff foster spiritual awareness among pupils through weekly chapel services, chapel choir and the religious studies curriculum, which is centred on world faiths. The school promotes diversity and inclusion through societies for every faith group at the school, all of which are led by pupils. Pupils share their experiences of faith in assembly or chapel, which helps other pupils to reflect more deeply on their own beliefs and spirituality.
33. The school’s carefully structured and age appropriate PSHE and RSE programmes enable pupils to develop emotional literacy, self‑knowledge and resilience. Pupils engage maturely with sensitive topics and contribute confidently to discussions. They learn about consent, how to build healthy relationships and the harms caused by online deep fakes, alcohol, drugs and addiction. Teachers equip pupils with the skills and knowledge to make informed, responsible decisions.
34. Well-planned physical education (PE) and games programmes contribute positively to pupils’ physical development. In early years, children develop their co-ordination and balance through activities in the classroom and outdoors in the woodland learning area. Staff teach swimming to all year groups. Older pupils have expert coaching to refine their techniques, for example in strength and conditioning to support sprint starts in athletics. They develop their skills in a wide range of team and individual sports and make good progress in their lessons.
35. Leaders promote good conduct by rewarding pupils who exemplify the school’s values. As a result, pupils typically behave well and show courtesy to each other, staff and visitors. Pupils learn about bullying, online bullying and the harm caused by discriminatory behaviour. Leaders analyse behaviour records, look for patterns and take suitable actions in response, leading to improved outcomes.
36. Early years staff model appropriate behaviour and read stories that promote an understanding of moral values. Teachers encourage children to try new activities to promote positive outcomes. Children learn to work co-operatively and share resources and ideas.
37. Leaders maintain accurate admission and attendance registers. Staff monitor pupils’ attendance carefully and follow up promptly with parents if their child’s absence causes concern.
38. Effective supervision during the school day and in boarding houses at night and weekends promotes pupils’ safety. Early years leaders maintain the required adult-to-child ratios in Reception and ensure that children are always within sight or sound of an adult. They implement robust handover processes to parents at the end of the school day. Well-trained early years and prep school staff monitor children during mealtimes and are alert to the dangers of choking.
39. Pupils benefit from the provision of suitable accommodation to support their medical needs. Staff qualified in first aid, including paediatric first aid, provide appropriate medical care to any pupils who are injured or unwell. Staff ensure the safe storage of any medicines and maintain accurate records of the administration of first aid and medication.
40. Leaders ensure suitable maintenance of the premises, equipment and accommodation, including the boarding houses, in line with health and safety standards. Leaders instigate regular fire evacuation drills, including at night for boarders, so that pupils know how to respond appropriately in case of an emergency. Leaders implement systematic maintenance processes, including for fire and water safety and dangerous substances and hazards, to support a safe learning environment.
41. Leaders ensure boarders benefit from clean, comfortable accommodation and trusting relationships with staff. Boarders enjoy age-appropriate freedoms, study facilities and a range of recreational activities. Staff respond appropriately to boarders’ feedback to ensure a well-planned activity programme.
The extent to which the school meets Standards relating to pupils’ physical and mental health and emotional wellbeing
42. All the relevant Standards are met.
Section 4: Pupils’ social and economic education and contribution to society
43. Pupils receive a well-planned social and economic education that prepares them to contribute positively to society. A curriculum focus on ethical and social issues, including digital responsibility, develops pupils’ moral reasoning and social awareness. Pupils also gain meaningful opportunities to collaborate in joint activities with pupils from local schools through the school’s partnership programme. This initiative supports pupils to develop maturity, responsibility, respectful relationships and lifelong friendships.
44. Pupils explore and learn about important British values such as mutual respect and tolerance in chapel, house activities and through the school’s diversity, equity, inclusion and belonging programme. Sensitive teaching about protected characteristics, and participation in ‘Pride week’ and ‘neurodiversity week’ enable pupils to reflect on their own behaviour. Staff support pupils from different cultural backgrounds through the curriculum and the wide range of societies available. Pupils deepen their understanding of different beliefs and cultural practices through assemblies and by sharing festivals and personal insights, such as the iftar meal at the end of Ramadan.
45. Leaders foster an understanding of democracy and the rule of law through planned activities in PSHE. Pupils take part in the Epping Forest Youth Council and elect prefects, heads of houses and council members, enabling them to experience democracy in action. They learn to respect alternative opinions and viewpoints and to represent them fairly in school and boarding council meetings and catering committee meetings.
46. Pupils benefit from a wide range of leadership opportunities. Pupils in the prep and senior schools lead the house system and older pupils run many clubs and societies. Sixth-form pupils take on prefect roles, for which they receive training, and also lead themed weeks in prep on cultural topics. Older pupils mentor and support younger pupils with their learning. Collectively, these opportunities develop pupils’ leadership skills and promote a culture of service and social responsibility.
47. In early years, children learn to appreciate cultures from around the world. Older pupils serving as ‘equality ambassadors’ develop resources for children and create a safe space for them to explore different beliefs and practices. Children help to make decisions about which charities to support, such as the local riding charity, and learn to raise money to help others.
48. Pupils learn about the rule of law in PSHE, as well as how to distinguish right from wrong and the consequences of their actions. They make amends if they behave inconsiderately towards others. In early years, children learn to take responsibility for their actions, share resources and take turns during activities.
49. Staff teach pupils about finance and the role of money through the PSHE curriculum and mathematics. In early years, children learn to handle money by paying for their snacks with coins. Older pupils gain skills managing a café, budgeting for an investment and trading club, acting as treasurer on the eco-council and contributing to decisions in enterprise projects. Sixth-form financial education includes student loans, budgeting, investments and pensions. Staff respond positively to student requests and plan their suggestions into the finance programme.
50. Leaders provide well-planned opportunities for pupils to learn the importance of service to others. Sixth-form pupils volunteer at local care homes and take part in the school’s partnership programme with local maintained schools. Pupils raise funds for their local community, help others through The Duke of Edinburgh’s Award scheme (DofE) and participate in staff selection processes.
51. Staff support pupils’ preparations for higher education and careers opportunities effectively. Impartial careers guidance supports pupils to identify skills and develop them through the cocurricular and business enterprise programmes. Knowledgeable staff apply the Gatsby benchmarks, a framework for careers guidance, and organise a series of careers talks by external speakers. This inspires pupils to reflect on the skills required in the world of work. Staff supplement this with work shadowing experience from Year 10 onwards. Pupils’ success in securing university places, alongside degree apprenticeships and international study programmes, demonstrates the quality of support available to pupils.
The extent to which the school meets Standards relating to pupils’ social and economic education and contribution to society
52. All the relevant Standards are met.
Safeguarding
53. Safeguarding leaders liaise effectively with external agencies, including local authorities and children’s services. The safeguarding team refers concerns promptly to these agencies and takes appropriate actions so that pupils receive the support they need. As a result of these measures, the safeguarding team promotes pupils’ wellbeing consistently and thoroughly.
54. Appropriately trained leaders with responsibility for safeguarding provide staff with suitable training, including at induction. Regular updates through bulletins ensure that staff know how to respond promptly to any concerns or serious allegations about adults working at the school. Safeguarding leaders maintain appropriate records that demonstrate actions and decisions taken.
55. In assemblies and PSHE lessons, staff teach pupils how to keep themselves safe, including when online. Leaders implement an effective internet filtering and monitoring system. They respond promptly to notifications of any potentially inappropriate use. Teachers monitor pupils closely and respond promptly to any concerns they may have.
56. Leaders show good awareness of harmful behaviours for their school context and put effective measures in place to support pupils’ wellbeing. These include supporting parents in managing the harms posed by drugs and racist language.
57. Boarders receive a suitable induction programme and can identify a trusted adult they would go to with a concern. Leaders ensure that all boarders have access to an independent person who they know and can easily contact.
58. Governors provide thorough and systematic oversight of the school’s safeguarding procedures, through regular discussions with leaders and scrutiny of documentation. They receive detailed safeguarding reports, which they analyse and discuss, and approve the annually updated safeguarding policy.
59. Leaders ensure the required safer recruitment checks are completed for all staff before they begin work at the school. They maintain an accurate record of these checks on the single central record of appointments (SCR).
The extent to which the school meets Standards relating to safeguarding.
60. All the relevant Standards are met.
School details
School Chigwell School
Department for Education number 881/6006
Registered charity number 1115098
Address Chigwell School High Road
Chigwell Essex IG7 6QF
Phone number 020 8501 5700
Email address
hmpa@chigwell-school.org
Website www.chigwell-school.org
Proprietor Chigwell School Trust
Chair Ms Roseanne Serrelli
Headteacher Mr Damian King
Information about the school
61. Chigwell School is a co-educational day and boarding school located in the town of Chigwell in Essex. It was founded in 1629 on its present site and is an educational charity whose trustees form the governing body. The religious character of the school is Church of England. Since the last inspection, a new sports centre has been established on the school site.
62. There are three single-sex boarding houses for pupils aged 16 to 18 years old, two for female boarders and one for male boarders. There is boarding provision for full, weekly and flexi-boarding at all the houses.
63. There are 40 children in the early years, in two Reception classes.
64. The school has identified 159 pupils as having special educational needs and/or disabilities. A very small number of pupils in the school have an education, health and care plan.
65. The school has identified English as an additional language for 29 pupils.
66. The school states its aims are to inspire pupils to fulfil their potential. It seeks to ensure that each pupil is the best they can be; independent in spirit, adventurous in approach and empathetic in how they treat others. It seeks to develop and discover interests and talents across and beyond the curriculum, so that pupils can play a full part in the life of the school and make a positive contribution in today’s society.
Inspection details
Inspection dates 21 to 23 April 2026
67. A team of nine inspectors visited the school for two and a half days.
68. Inspection activities included:
observation of lessons, some in conjunction with school leaders
observation of registration periods and assemblies
observation of a sample of extra-curricular activities that occurred during the inspection
discussions with the chair and other governors
discussions with the headteacher, school leaders, managers and other members of staff
discussions with pupils
visits to the learning support area and facilities for physical education
visits to boarding houses accompanied by pupils and staff
scrutiny of samples of pupils’ work
scrutiny of a range of policies, documentation and records provided by the school.
69. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
How are association independent schools in England inspected?
The Department for Education is the regulator for independent schools in England.
ISI is approved by the Secretary of State for Education to inspect independent schools in England, which are members of associations in membership of the Independent Schools Council.
ISI inspections report to the Department for Education on the extent to which the statutory Independent School Standards, the EYFS statutory framework requirements, the National Minimum Standards for boarding schools and any other relevant standards are met.
For more information, please visit www.isi.net.
Independent Schools Inspectorate
CAP House, 9-12 Long Lane, London, EC1A 9HA
For more information, please visit isi.net