Cashes Green Primary School


Name Cashes Green Primary School
Website http://www.cashesgreen-pri.gloucs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 27 June 2017
Address Hillcrest Road, Cashes Green, Stroud, GL5 4NL
Phone Number 01453763598
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 202 (52% boys 48% girls)
Number of Pupils per Teacher 19.3
Local Authority Gloucestershire
Percentage Free School Meals 23.8%
Percentage English is Not First Language 5.4%
Persisitent Absence 8.3%
Pupils with SEN Support 18%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school meets requirements on the publication of specified information on its website. Cashes Green Primary School is slightly smaller than the average-sized primary school. The majority of pupils are of White British backgrounds. The proportion of pupils for whom English is an additional language is lower than the national average. The number of pupils supported by the pupil premium funding is above the national average. The proportion of pupils receiving support for their special educational needs and/or disabilities is above the national average. The numbers of pupils who join the school at times other than normal transition is higher than the national average. The school is above the current government floor standards which set the minimum standards for attainment and progress in 2016.

Summary of key findings for parents and pupils

This is a good school The headteacher, leaders and governors have an unwavering passion and determination to raise the standards that pupils achieve. They are deeply ambitious for all pupils. The quality of teaching is consistently good across the school and continues to improve. As a result, by the end of key stage 2, and from starting points that are typically below national levels, pupils make significantly better progress in reading and mathematics than pupils nationally. Their progress in writing is also above the national level. Disadvantaged pupils do well at this school. Their progress by the end of key stage 2 is above the national level in reading, writing and mathematics. The proportion of children reaching a good level of development by the end of the early years is rising steadily, and more of them are exceeding early learning goals such as in reading. Pupils behave extremely well at school. They feel safe at school because they are listened to by adults. They know that if they have a worry or concern, adults will help them. Their parents very strongly agree with this view. Leaders and governors have a strong strategic vision for the school and an accurate view of the school’s strengths and areas for development. While the standard of pupils’ handwriting and spelling has risen since the last inspection, there is room for further improvements to help pupils write at greater depth. The feedback pupils receive about their work helps them to know how to improve. However, some most-able pupils do not routinely produce writing at a deeper level. In mathematics, opportunities for pupils to talk about their reasoning are not yet consistent across the school. In some subjects, including science, the school’s assessment system does not always identify clearly the needs of the most able learners.