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Cromer Road Primary School continues to be a good school.
What is it like to attend this school?
Pupils love their school. This school is a happy place to be. Pupils said that school is fun and that they make lots of new friends here.
Pupils are safe here. They like learning new things, going on outings and attending extra-curricular clubs, including sports.
The headteacher, supported by other senior leaders and the governing body, has maintained the school's quality of education.
Leaders have high expectations for all pupils. The introduction of the school's core values (integrity, respect, resilience, curiosity and kindness) demonstrates this. Already, new learn...ing programmes have boosted pupils' learning and achievements.
Pupils' learning behaviour and conduct around the school are calm and cooperative. When there are any breakdowns in friendships, issues with behaviour or rare instances of bullying, these are dealt with appropriately by staff.
Staff strive for pupils to be the best they can be.
The school's nurturing environment enables most pupils, including those with special educational needs and/or disabilities (SEND), to flourish both academically and personally. A parent, typical of many, commented, 'Cromer Road is a supportive school.'
What does the school do well and what does it need to do better?
Leaders are determined for all pupils to achieve highly.
They have thought carefully about what pupils need to learn in each subject across the curriculum. Pupils have opportunities to apply what they know and can do to work that matches their interests and reflects real-life situations. Through the curriculum, pupils, including those with SEND, broaden their knowledge and skills across a range of subjects.
Typically, pupils can recall their prior learning, knowledge and skills, but not all pupils can. In a few subjects, where the content is not broken down and delivered in small, clear steps, pupils find it difficult to remember their previous learning.Leaders and staff place a key focus on encouraging pupils to become fluent readers.
Leaders have introduced a new phonics and reading programme to enhance early reading. Leaders have made sure that the adoption of the new course has been smooth so that pupils have maintained and developed their reading skills. This includes children in Reception, where the teaching of phonics begins as soon as they join the school.
Teachers check that pupils read books that match the phonics they know, enabling them to practise their letter sounds. Pupils develop a love of reading.
Generally, leaders and teachers check pupils' knowledge and skills across the curriculum.
Leaders use assessment information to inform teaching, as well as identifying where extra help is needed for any pupils who may have fallen behind, including with reading. Staff know their pupils well. Bespoke support for pupils with SEND is tailored to meet their needs and interests.
Leaders make sure that the curriculum and other planned events make a major contribution to pupils' wider personal development. Leaders organise experiences to help pupils to understand the wider world, other cultures and world religions. The school's personal, social and health education (PSHE) curriculum emphasises the importance of being respectful of others, regardless of differences.
Low-level disruptions in class are rare. Working relationships between pupils and between adults and pupils are positive.
While many parents speak highly of the school, some said that they would like more frequent notices and information, particularly about their child's learning, in order to support their child's education.
Leaders, including the governing body, value the staff's work. Equally, staff appreciate the genuine care and support they receive from leaders for their well-being, workload and professional development. This underpins leaders' effective drive to affirm values and improve teaching further at this school.
The arrangements for safeguarding are effective.
Pupils' welfare is paramount in this school. Leaders make sure that staff are suitably trained to identify any pupils who may need support.
Staff are vigilant and use an online system to record any concern, issue or incident, no matter how small. Leaders engage with external services so that pupils receive appropriate help and support.
The curriculum supports pupils to recognise dangers that they may face.
Pupils are encouraged to keep themselves safe, for example when using the internet. They are taught not to share their personal information while online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, leaders have not broken down the subject content sufficiently into chunks of knowledge.
As a result, some pupils are unable to recall previously learned content. In these subjects, leaders should carry out further curriculum thinking to enable all pupils to build cumulative knowledge and develop their long-term memory. ? Some parents felt that leaders do not provide them with the information they need about their child's education.
This limits them in understanding and supporting their child's learning. Leaders should review communication with parents to ensure that it is as effective as possible.
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in March 2012.
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