Cherry Hinton Church of England Voluntary Controlled Primary School

About Cherry Hinton Church of England Voluntary Controlled Primary School Browse Features

Cherry Hinton Church of England Voluntary Controlled Primary School


Name Cherry Hinton Church of England Voluntary Controlled Primary School
Website http://cherryhinton.cambs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 26 April 2018
Address High Street, Cherry Hinton, Cambridge, Cambridgeshire, CB1 9HH
Phone Number 01223568834
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 212 (55% boys 45% girls)
Number of Pupils per Teacher 21.2
Local Authority Cambridgeshire
Percentage Free School Meals 18.4%
Percentage English is Not First Language 44.8%
Persisitent Absence 12.4%
Pupils with SEN Support 13.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils supported by pupil premium funding is below average. The proportion of pupils who have SEN and/or disabilities is average. In 2017, the school met government floor standards, which set out the minimum expectations for pupils’ attainment and progress. The school has a larger proportion of pupils who join the school midway through a key stage than is typically the case.

Summary of key findings for parents and pupils

This is a good school The headteacher has established a positive culture of high expectations. She is a strong leader and has created an effective leadership team. Leaders are accurate in their evaluation of the strengths and weaknesses of the school. This means they are taking the correct action to drive further improvement. Leaders have taken effective action to improve the teaching of reading. Current pupils are making stronger progress in reading than they have previously. Disadvantaged pupils are making better progress than in previous years. This is because teachers precisely identify their individual needs and set suitably challenging work. Governors are effective because they know the school well and stringently hold leaders to account for the progress pupils make. Teachers set demanding work that deepens pupils’ thinking in reading, writing and mathematics because they use assessment information well. Most pupils are making good progress, including the most able. Pupils behave extremely well in lessons and around the school. Their behaviour reflects the school’s values of agape, courage and thankfulness (ACT). Pupils are proud of their school. The curriculum is broad and balanced. It provides pupils with rich experiences which make learning memorable. Pupils’ social and emotional needs are met very well because of the wide-ranging provision leaders have in place. The family support worker is instrumental in providing tailored support for pupils’ emotional needs. Good leadership of the early years ensures that children achieve well and are prepared for learning in key stage 1. Although leaders have taken action to improve attendance, there are still a small number of pupils who are persistently absent and miss too much school. Assessment in some subjects, such as history and geography, is less well developed than in reading, writing and mathematics. This means leaders do not have as accurate a picture of how well pupils are doing in these subjects.