|Name||Cedars Park Community Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Pintail Road, Stowmarket, IP14 5FP|
|Religious Character||Does Not Apply|
|Number of Pupils||427 (48.2% boys 51.8% girls)|
|Number of Pupils per Teacher||24.5|
|Academy Sponsor||John Milton Academy Trust|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||4.3%|
|Pupils with SEN Support||5.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 June 2019)
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Information about this school
Cedars Park Community Primary School is a larger than average-sized primary school. The school became a full primary school in September 2015, following the Suffolk school organisation review. Currently the school is organised as a two-form entry school; however, there are three classes in Year 5 and Year 6 due an increased need for school places when these cohorts started in Reception. It is expected that Cedars Community Primary School will revert to two-form entry in September 2020. The school joined the John Milton Academy Trust (JMAT) on 1 September 2016. At the time of the inspection, only a small proportion of Year 6 pupils were present in the school as others were on a residential trip. The school uses and carefully monitors suitable specialist off-site provision for a very small number of pupils who require this support to meet their needs. Most pupils are of White British heritage. The proportion of pupils supported by the pupil premium funding, although increasing year on year, remains lower than the national average. The proportion of pupils with SEND is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Despite improvements by leaders, governors and the trust, they have not secured consistently good quality teaching and achievement. For the past three years, key stage 2 pupils’ progress in English and mathematics at the end of Year 6 has been below national averages. Leaders’ roles and responsibilities are not clear enough. This work is not well coordinated. This slows the impact of their work and rate of school improvement. Leaders are not using their own information to identify where pupils are underachieving. This inhibits leaders’ ability to act quickly to address underachievement. This is particularly the case in writing. Teaching assistants are not always deployed effectively to support pupils in making the best progress possible. Assessment in several subject areas is underdeveloped. Leaders do not know enough about how well pupils are achieving in all subjects across the curriculum. Teachers’ expectations are not consistently high because their use of assessment is imprecise. They do not set work that challenges pupils to achieve higher standards. This limits the progress pupils make from their starting points. Some pupils, especially the most able and those pupils with special educational needs and/or disabilities (SEND), do not make good progress because work is not well adapted and suited to their needs. In early years, learning opportunities are not consistently purposeful and well enough considered to enable children to achieve well in all areas of learning. The school has the following strengths The trust is providing effective support and has been instrumental in bringing about improvements. Leaders have an accurate understanding of what needs to improve. Their ongoing work is now securing more sustained improvements, particularly in mathematics and reading. Well-led support and oversight of disadvantaged pupils’ needs are leading to rapid improvements in these pupils’ achievement. Pupils’ personal development and behaviour are good. Pupils enjoy coming to school and attend regularly.