|Ofsted Inspection Rating||Good|
|Address||School Road, Cumwhinton, Carlisle, CA4 8DU|
|Religious Character||Does Not Apply|
|Number of Pupils||187 (52.9% boys 47.1% girls)|
|Number of Pupils per Teacher||18.4|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||1.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 March 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the school
Cumwhinton is a smaller than average-sized primary school. Almost all pupils are of White British heritage with very few who speak English as an additional language. The percentage of pupils known to be eligible for free school meals is well below the national average. The proportion of disabled pupils and those with special educational needs is average, with an above average number with a statement of special educational needs. The school meets the government’s current floor standard which sets out the minimum expectations for attainment and progress. The school includes designated special provision for pupils with autism. The privately-run Cumwhinton After School Club, which includes breakfast provision, is based in the school: it is subject to a separate inspection and its report will be available on the Ofsted website. The school has achieved the Inclusion Quality Mark award. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms
Cumwhinton is a good school. The school has made substantial progress improving the quality of learning. The excellent drive and passion of the headteacher and the high quality of pupil care and support are strong features. The school and the designated special provision are not yet outstanding because, although teaching is good, there are a few inconsistencies in the quality of provision, such as in the teaching of letter and sound relationships. Pupils’ achievement by the end of Year 6 is good. Positive action has led to rapid progress in improving basic skills, especially in mathematics, resulting in the closing of the gap between mathematics and reading and writing. Designated specialist provision pupils make good and in individual cases excellent progress from their starting points. Teaching is good and occasionally outstanding. In the best lessons, resourceful approaches capture the pupils’ interest and questioning relentlessly checks their understanding. Intervention and support is usually well matched and targeted to meet individuals needs to ensure disabled pupils and those with special educational needs make the same good progress as their peers. The school acknowledges that the examples of inspiring teaching provide a model for professional development, with a view to eradicating inconsistencies in the level of challenge presented to pupils. Pupils thoroughly enjoy their lessons and this is reflected in their high attendance. Almost all parents and carers appreciate that their children are kept safe. Pupils’ extremely positive attitudes in classrooms, tolerance and great willingness to work together and cooperate, underpin their outstanding behaviour. Although designated specialist provision pupils are occasionally demanding, they make excellent progress in developing self-control. Leadership and management are good. The headteacher has driven school improvement doggedly. Teaching, including that in the designated specialist provision, is well led and performance managed effectively. The good curriculum provides a variety of interesting experiences. The strong sense of family promotes pupils’ excellent spiritual, moral, social and cultural development.