|Name||Cedars Park Community Primary School|
|Ofsted Inspection Rating||Good|
|Address||Pintail Road, Stowmarket, IP14 5FP|
|Religious Character||Does Not Apply|
|Number of Pupils||435|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection (07 February 2011)
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Information about the school
The school has grown rapidly since the previous inspection and is now an average-sized primary school. There are now two classes for children in the Reception Year and pupils in Years 1 and 2. At Key Stage 2 there are three mixed-age classes for pupils in Years 3 and 4. Because of the school’s rapid expansion, more pupils join the school in all year groups than is usual in primary schools and the staff team has doubled in size since the previous inspection. Five members of staff joined the school in September 2010, including half the staff in the Early Years Foundation Stage. Changes in the staff structure mean that the senior leadership team was extended at this time. The proportion of pupils who have special educational needs and/or disabilities is typically below average. Most of these pupils have difficulties related to speech, language, communication and social skills. Children are admitted to the reception classes in September on either a full-time or part-time basis. All children have the opportunity to attend full-time from January. Most pupils are White British. The percentage of pupils from minority ethnic groups, including the proportion who speaks English as an additional language, is much lower than is usually found. In 2008 the school gained Healthy School status and the Activemark award in recognition of its work to promote healthy lifestyles and physical education.
This is a good, well-led school that has improved since its last inspection. Attainment for boys and girls has risen and is above average throughout Key Stages 1 and 2. All groups of pupils, including children from the Early Years Foundation Stage, make good progress from their various starting points. Teaching is good because systems for checking how well each pupil is doing have become more detailed and are now used more rigorously by all teachers in their lesson planning. Higher expectations of what pupils with special educational needs and/or disabilities can achieve contribute to the good progress they make. ’We are extremely pleased’ and ’we are thrilled’ are typical of several comments written on questionnaires from parents and carers about how rapidly their child’s individual needs have been identified and addressed. Teaching assistants make a valuable contribution to small group work for pupils with special educational needs and/or disabilities, but are not always used effectively throughout lessons. In the small number of less effective lessons, opportunities for pupils to work independently and take responsibility for their own learning are limited. The curriculum supports accelerated learning for all groups of pupils. Meticulous planning ensures that topics take account of pupils’ interests while developing their key skills. This contributes to pupils’ good behaviour and enjoyment of school, although topics are not used enough to deepen pupils’ understanding of cultures and communities that differ from their own. The school successfully promotes positive attitudes and encourages pupils to reflect on their experiences. Pupils develop a good understanding of right and wrong. The governing body and school staff recognise that plans to promote community cohesion are more successful at a school and local level than in relation to the diversity of communities in the United Kingdom and further afield. Pupils’ direct experience of communities and cultures that differ from their own is limited. Work to address this has begun, but is at too early a stage to have had a full impact on pupils’ learning. The headteacher’s strong leadership, combined with robust support from the governing body and deputy headteacher, has driven school improvement and minimised the impact of turbulence due to staff changes. The governing body and senior leadership team share a good understanding of the school’s strengths and so priorities for development are well chosen. These strengths, combined with the track record of improvement, demonstrate the school’s good capacity for further improvement. As the staff team has grown, new teachers have quickly absorbed the school’s commitment to continual improvement and shared ambition for all pupils.