Cheam Common Infants’ Academy

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Cheam Common Infants’ Academy


Name Cheam Common Infants’ Academy
Website http://www.cheamcommoninfants.com
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 18 September 2014
Address Balmoral Road, Worcester Park, Surrey, KT4 8SS
Phone Number 02083374152
Type Primary
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 20.6
Academy Sponsor Leo Academy Trust
Local Authority Sutton
Percentage Free School Meals 5.7%
Percentage English is Not First Language 26.7%
Persisitent Absence 6.1%
Pupils with SEN Support 10.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school is larger than the average-sized infant school. It has expanded over the last two years to become a four-form-entry infant school. The proportion of pupils eligible for the pupil premium is lower than average. This is additional funding provided by the government to support disadvantaged pupils. The proportion of pupils from minority ethnic groups is above average and about a fifth of the pupils speak English as an additional language. The proportion of disabled pupils and those with special educational needs supported with a statement or the new education, health and care plan is lower than average. There is provision for children in the Early Years Foundation Stage in the Nursery and Reception classes. Since the previous inspection, senior leaders and governors have overseen a substantial building programme to provide additional classroom and administrative accommodation. There have also been substantial changes to the teaching and leadership teams in the past two years.

Summary of key findings for parents and pupils

This is a good school. Pupils work hard and make good progress in reading, writing and mathematics. Their attainment in these subjects has been significantly above average for several years. More-able pupils make good progress because : teachers ensure that they are given harder work. Teaching is consistently good, with some that is outstanding. Teachers know their pupils well and they provide work that is at the right level for them. Children in the Early Years Foundation Stage settle quickly because staff provide a safe and secure environment for them. They make good progress and are well prepared for Year 1. Teaching assistants provide effective support because they are well trained. They help individual pupils as well as small groups, enabling them all to progress well. The school provides very good support for those pupils who are at risk of not doing so well. Pupils behave well in class and when moving around the school. They get on very well together, regardless of background. Pupils feel safe in school and say that adults are kind and helpful. Pupils’ spiritual, moral, social and cultural development is promoted very well through the well-planned curriculum. Pupils have a good understanding of right and wrong, fairness and justice. The headteacher gives the school a clear direction. She works in close cooperation with staff and governors to improve teaching and raise standards. The school has faced some substantial challenges over the past two years. Despite this, they have maintained high standards across the school and continue to improve. Parents are overwhelmingly positive about all aspects of the school. It is not yet an outstanding school because : There is not yet a high enough proportion of outstanding teaching to secure high achievement for pupils. Not all pupils always take enough care in the presentation of their work nor take the time to respond to teachers’ marking. Several subject leaders are new to their roles and have not yet had time to influence the work of other staff by checking their work, particularly in the way they show pupils how to improve their skills.