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Berkshire Road, Old Dean Estate, Camberley, GU15 4DR
Academy sponsor led
Does not apply
Number of Pupils
Highlights from Latest Inspection
Summary of key findings for parents and pupils
This is a good school All leaders have high aspirations for pupils' achievement.
As a result of these expectations, pupils are making good progress across the curriculum. The headteacher has extended delegation of leadership throughout the school. Consequently, changes that improve pupils' learning happen quickly.
The academy trust has worked collaboratively with school leaders. This has provided valuable additional expertise to develop the school's plans to improve. Parents are positive about the school.
They value the openness of staff and the encouraging atmosphere that prevails. The most able pupils make good progress. Teachers set challenging wor...k that extends pupils' learning effectively.
Pupils' behaviour is good. This is because all staff have high expectations and ensure that unacceptable behaviour is dealt with fairly and consistently. Safeguarding is effective.
There is a strong ethos throughout the school for keeping pupils safe, and ensuring that all aspects of safeguarding are carried out with rigour and determination. The pupil premium is spent effectively. Leaders champion disadvantaged pupils and provide support to ensure that they achieve well.
Teachers often plan inspirational lessons that fire the imaginations of pupils. In English, exciting themes draw pupils in and ensure that they achieve consistently well in their writing. The school website does not currently make available all the information that academies should publish.
Leaders rightly recognise the need to update the site properly. Leaders have brought about significant change that has had a positive impact on pupils' achievements. However, they do not use pupils' progress information well enough to analyse fully the impact they have had.
Provision for pupils who have special educational needs and/or disabilities is improving. However, there is still more to do to ensure that all these pupils achieve and attend school as well as they can. Some important changes have been made to the mathematics curriculum.
This work is not yet complete. As a result, on occasion, tasks are not always well matched to pupils' needs. Last year, pupils' achievement at the end of key stage 2 in reading and mathematics was disappointing.
Leaders have made changes and pupils are now making good progress in these subjects. However, achievement is not yet as strong in reading and mathematics as it is in writing.
Information about this school
Cordwalles is smaller than the average-sized junior school.
The majority of pupils are White British and others come from a range of different ethnic backgrounds. The proportion who speak English as an additional language is below average. The proportion of disadvantaged pupils is above the national average.
This group represents about half of the pupils in the school. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils who have an education, health and care plan is also above average.
Cordwalles Junior School became an academy in December 2013 when it was sponsored by the Glyn Learning Foundation. The school meets the government's current floor standards. These set the minimum expectations for pupils' learning and progress.
The school provides a breakfast club for pupils. The school does not meet requirements on the publication of information about the most recent key stage 2 results on its website. The school does not comply with DfE guidance on what academies should publish about the curriculum, pupil premium, special educational needs and the public sector equality duty.
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