|Name||Cavendish Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 January 2020|
|Address||Hall Road, Eccleshill, Bradford, West Yorkshire, BD2 2DU|
|Religious Character||Does not apply|
|Number of Pupils||462 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.3|
|Percentage Free School Meals||39.5%|
|Percentage English is Not First Language||8.4%|
|Pupils with SEN Support||16.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Cavendish Primary School continues to be a good school.
What is it like to attend this school?
Senior leaders have created a warm, vibrant ethos. Polite, bubbly pupils give visitors a hearty welcome. Many pupils enjoy the breakfast and early morning reading clubs. There are smiles and laughter aplenty. Staff and pupils are proud of their happy school.
Pupils like their teachers. There are lots of fun, well-supervised things to do at breaktimes. Pupils join in organised games, use the running track or relax with friends. Most pupils behave well. Bullying is not tolerated. Any poorer behaviour is managed effectively. Although improving, some pupils’ attendance is low.
Leaders are ambitious for pupils. Reading is prioritised. Pupils find learning exciting and pay close attention in lessons. Teachers plan and sequence learning carefully. Pupils’ knowledge of subjects like history and mathematics, grows year-on-year. By the end of key stage 2, most pupils achieve well. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). In key stage 1, some adults do not match books precisely to some pupils’ phonics knowledge. Children’s achievement in early years is improving. Current children are doing well in reading, writing and mathematics.
The governing body is newly formed. Not all governors have a secure understanding of their duties and responsibilities.
What does the school do well and what does it need to do better?
The quality of education is good and improving. The curriculum excites and interests pupils. From low starting points, most pupils do well by the end of key stage 2. Disadvantaged pupils and those with SEND do as well as others. Teachers plan and sequence learning logically for all pupils. They have thought carefully about what to teach and when to teach it. Pupils remember the most important knowledge in subjects such as history and mathematics. They understand the order of events and different periods of history over time. Pupils know that what happened in the past affects us today. They use increasingly tricky words and concepts correctly in subjects across the curriculum.Reading has a high profile. The library is well stocked and used regularly. Each class has a tempting reading area. Story times, reading challenges and early morning clubs get pupils excited about books. Reading and phonics lessons take place every day. Regular training keeps the quality of teaching high. Any pupil falling behind gets extra help to catch up. Key stage 2 pupils’ attainment in reading is high over time. Some pupils in key stage 1, however, find reading tricky. They struggle when books are not well matched to their phonics knowledge. This slows some pupils’ progress.
Children in the early years are safe and happy. They are well looked after by warm, caring staff. Teachers plan exciting learning tasks. Independent activities indoors and outside are inviting. Children explore subject-specific knowledge about the world around them. They get off to a prompt start in reading. Mathematics and number work happen daily. Writing is taught and modelled by staff regularly.
Over time, however, children’s attainment is disappointing. Historically, not all children were well prepared for key stage 1. Leaders’ actions are making a positive difference. A new assistant headteacher is revamping the early years curriculum. Adults’ expectations are higher. Early years staff are thinking more carefully about what to teach and when. Current children are doing well in reading, writing and mathematics.
The school formed a hard federation with Knowleswood Primary in July 2019. Several governors are new. They bring helpful experience and knowledge about the local community. All are keen to make a positive difference for pupils. Some, however, are still developing their understanding of the school’s strengths and weaknesses. Not all governors have the knowledge and experience they need to challenge leaders effectively.
Leaders are improving pupils’ attendance. They offer support and challenge to parents. Leaders draw on help from other professionals. Pupils are benefiting from this. The attendance of pupils with SEND who have an education, health and care plan is much better. They are less likely to miss important learning or fall behind. Some pupils’ attendance, however, remains too low. Leaders know that further work is needed.
Adults ensure that rules are fair and consistent. This helps pupils behave well. The wider curriculum allows pupils to develop a strong sense of right and wrong. Pupils listen carefully to others. They work well together. Almost all pupils follow adults’ requests and instructions politely. Pupils appreciate the care and kindness shown to them. They know that adults will help if they have any worries.
Leaders work well with others to identify and manage the needs of pupils. Pupils who need help with emotional, mental health or behavioural issues get it. Leaders communicate well with parents and professional partners. Vulnerable pupils and families are effectively supported. Leaders keep close contact with alternative providers. This makes sure that pupils who learn off-site get the help they need. Staff manage pupils’ personal, social and emotional development well.
The arrangements for safeguarding are effective.
Pupils’ welfare and safety come first at Cavendish Primary. Leaders ensure that staff understand their safeguarding responsibilities. Regular training takes place. Adults know what they must do to protect pupils and keep them free from harm. They know the signs of potential abuse and neglect to look out for. This means that risks for vulnerable pupils are minimised.
Leaders’ checks on the suitability of adults working with pupils are thorough. This includes any adults visiting the school or working with pupils off-site. Leaders communicate with police, social services and other partners to make sure families get the help they need, when they need it.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Most pupils leaving key stage 2 are well prepared for the demands of the secondary curriculum. Pupils’ progress and attainment in reading in key stage 2 has been well above national averages over the last three years. However, in key stage 1, some pupils’ reading progress and fluency is hampered as they struggle to decode books that are too hard. Adults should make sure that books are matched precisely to pupils’ phonics knowledge. . The proportion of children reaching the early learning goals in reading, writing and mathematics in early years has been below national averages over time. Historically, too few children were well prepared for key stage 1. Current children are doing better. Leaders should ensure that reading, writing and mathematics are planned and sequenced carefully in the early years so that the proportion of children reaching the early learning goals and a good level of development improves to match or exceed national averages. . Governors are committed to school improvement and are keen to make a difference. However, the extent to which governors understand their role varies. Not all know the school’s strengths and weaknesses well. This means some are ineffective in challenging and supporting leaders. Governors should ensure that they have the knowledge and understanding needed to execute their responsibilities effectively. . Leaders know that pupils’ attendance needs to improve. It is a core part of the school’s development priorities. Leaders should make sure that they continue to develop strategies to improve pupils’ attendance.Background
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged Cavendish Primary School to be good on 22–23 June 2016.