|Name||Cannon Lane Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 February 2018|
|Address||Cannonbury Avenue, Pinner, HA5 1TS|
|Religious Character||Does not apply|
|Number of Pupils||783 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.7|
|Percentage Free School Meals||3.3%|
|Percentage English is Not First Language||53.3%|
|Pupils with SEN Support||3.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school opened in September 2013, following the amalgamation of Cannon Lane First School and Cannon Lane Junior School. The headteacher was appointed in September 2014. In 2017, the school met the government’s floor standards, which set out the minimum expectation for pupils’ attainment and progress at the end of key stage 2. The proportion of pupils who are disadvantaged is below the national average. The proportion of pupils from minority ethnic backgrounds and who speak English as an additional language is above average. The school is larger than the average-sized primary school.
Summary of key findings for parents and pupils
This is a good school Leaders, supported by the governors, provide clear direction for all staff. They have worked tirelessly to maintain good standards of education for all pupils. Governors bring a wide range of skills to support, challenge and hold school leaders to account. Leaders are ensuring that the school continues to improve. They are determined and ambitious for the school. Leaders provide challenge and support to help teachers improve their skills across the curriculum. Leaders’ efforts to improve pupils’ progress in writing are having a positive impact. The recent end of key stage 2 outcomes show that pupils’ attainment is well above national averages. Teachers use resources effectively to make tasks interesting. This enables greater pupil understanding and has improved rates of progress. Teachers know the pupils in their classes well. They support them to acquire knowledge and understanding across the curriculum. However, they do not make consistent use of their information about what pupils know and understand. This means that teaching does not always target pupils’ rapid progress. Attainment in reading, writing and mathematics is higher than that seen nationally at both key stages 1 and 2. The curriculum is well planned to motivate and engage pupils. The many extra-curricular activities are appreciated and welcomed by pupils and parents and carers alike. Pupils who have special educational needs (SEN) and/or disabilities receive good support. Staff know how to help these pupils effectively so that they can make good progress. Early years provision gives children a good start to their education. Staff ensure that activities support children’s interest and development. However, the outdoor area is under-developed and limits children’s opportunities to explore. Pupils’ spiritual, moral, social and cultural development is a strength of the school. The headteacher and his team have the confidence of parents and staff, who hold the school and its inclusive ethos in high esteem.