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This is a good school Senior leaders have established strong and effective teams of leaders who are clear about their roles and responsibilities. They carry them out effectively. Senior leaders are passionate about improving the school.
They work effectively with their partner infant school to achieve the best outcomes for pupils. Overall, pupils, including disadvantaged pupils, the most able pupils and the most able disadvantaged pupils, make good progress from their starting points because the quality of teaching is good. Teachers assess pupils' learning effectively and plan tasks and activities well, which enables pupils to make good progress over time.
Pup...ils have positive attitudes to learning. They behave well in lessons and around the school. Relationships between adults and pupils and between pupils are polite and respectful.
Children in early years make good progress from their different starting points. At the end of Reception Year, children are well prepared for learning in Year 1. The strong, cohesive welfare team provides very effective pastoral support for pupils who have particular needs.
The strong curriculum provides a wealth of opportunities for pupils to gain a breadth of knowledge and skills. It supports pupils' spiritual, moral, social and cultural development extremely well. Safeguarding is effective.
Everyone is clear about their responsibilities to safeguard children. Staff are alert. Effective systems and procedures ensure that pupils are kept safe.
The inclusion leader provides strong support for pupils who have special educational needs (SEN) and/or disabilities. As a result, they make similar progress to their peers. Sometimes pupils are not challenged well enough to achieve the standards they are capable of achieving.
Attendance is below the national average and rates of persistent absence are too high for some groups of pupils. The new academy council is clear about its roles and responsibilities and seeks to challenge school leaders robustly. However, it is not provided with sufficient information about the achievement of all groups of pupils across the school.
Information about this school
Cippenham Primary School has been an academy since April 2012. In September 2017, the role of executive principal was established. The previous headteacher of Cippenham Primary School is the executive principal.
The previous deputy headteacher of Cippenham Primary School is the principal. Until the end of December 2017, Cippenham Primary School was part of the Cippenham School's Trust. In January 2018, a new trust was established, the Gold Rose Multi-Academy Trust.
There are two schools in the trust, Cippenham Infant School and Cippenham Primary School. The trust is led by three members. A new trust board has been established.
The board of trustees delegates the responsibility for the performance of the trust and the schools to the executive principal. The academy council has responsibility for the governance of the school. Cippenham Primary School is larger than the average-sized primary school.
Pupils who attend the school come from a wide range of cultural backgrounds. Just under a third are of White British heritage. The proportion of pupils who are disadvantaged and supported by the pupil premium is broadly in line with the national average.
The proportion of pupils who have SEN and/or disabilities is below the national average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress. The school met the Department for Education's definition of a coasting school based on key stage 2 academic performance results in 2014, 2015 and 2016.