|Name||Joseph Cash Primary School|
|Ofsted Inspection Rating||Good|
|Address||Owenford Road, Radford, Coventry, CV6 3FS|
|Religious Character||Does Not Apply|
|Number of Pupils||468 (52.1% boys 47.9% girls)|
|Number of Pupils per Teacher||18.0|
|Percentage Free School Meals||29.5%|
|Percentage English is Not First Language||68%|
|Pupils with SEN Support||23%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 November 2019)
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.
Joseph Cash Primary School continues to be a good school.
What is it like to attend this school?
Joseph Cash Primary School is a happy and positive place to be, living up to its motto of ‘together we laugh, together we learn’. Pupils of all ages enjoy a wide range of opportunities. For example, pupils can listen to ‘Cashanory’ at home using the internet. These are stories and rhymes read by their teachers. Pupils also love WOW weeks, when they experience activities such as cycling, camping and climbing.
The school provides great support, not only for pupils but also for their families. This is helping more pupils to be ready to learn. Pupils of all ages are making stronger progress than they have done in the past. Pupils are learning and remembering more in subjects such as mathematics and science. Leaders are reviewing other subjects to check that pupils are learning the right information in the right order.
Pupils say that behaviour is generally good, and inspectors would agree. Pupils like the new behaviour policy because it rewards good behaviour and they think it is fair. Staff help pupils to manage their emotions effectively. Incidents of poor behaviour are reducing. The school is calm, and lessons are rarely disrupted. Bullying is not tolerated. Any occurrences are dealt with quickly.
What does the school do well and what does it need to do better?
Children’s school life gets off to a strong start in Nursery. Staff build effective links with parents and carers. These help the children to settle quickly. The well-resourced environment includes lots of space for creative play, both indoors and outside. Leaders focus on developing children’s personal and social development and children play well together. Language skills are developed through the use of rhymes, picture books and stories. For example, during the inspection, the three-year-old children were choosing from a range of activities based around the book ‘I Don’t Like Peas’.
Leaders have transformed the teaching of reading. It is now taught well. Lessons are based around quality texts. For example, leaders chose the Year 6 text ‘Memory Cage’ to reflect some pupils’ life experiences. It also links to the Year 6 history topic, Second World War. Pupils were clear about how much they had enjoyed this book and the knowledge they had learned as a result of reading it.
The early years team has created a bespoke approach to teaching early reading which is based on the pupils’ needs. This has resulted in most pupils being successful in the phonics screening check at the end of Year 1. However, some pupils, particularly those who speak English as an additional language or who have special educational needs and/or disabilities (SEND), are not making as much progress as they could. This is because they do not receive enough support to help them become fluent readers.
Leaders identified that pupils had gaps in their mathematical knowledge, so they introduced a new, whole-school approach to teaching mathematics. As a result, more pupils are now achieving well. Pupils have lots of opportunities to apply their learning. Sometimes pupils complete their work easily and could attempt more challenging tasks.
Pupils experience a broad and varied curriculum. Leaders plan all subjects to help pupils know more and remember more. In some subjects, such as science, leaders are clear about the knowledge they want pupils to learn in each topic. Pupils build on prior knowledge and are well prepared for the next stage in learning. However, this is not yet the case for all subjects. Sometimes pupils learn facts about a topic, but these facts are not key to developing their understanding. For example, in history, despite studying the Tudor period, Year 5 pupils were unaware of why it is called the Tudor period.
Pupils with SEND make strong progress. Leaders make it a priority to understand their needs and plan appropriate provision.
Most pupils take part in at least one of the many clubs run during or after the school day. These include computer, science, debate and newspaper clubs as well as sports activities. Pupils also have opportunities to take on a range of responsibilities, such as involvement in the school council.
Too many pupils do not attend school regularly. This impacts on the progress that they can make. Leaders try to establish the reasons for pupils’ absence and then take steps to address them. Attendance has improved recently, but absence remains too high.
Staff are overwhelmingly proud to work at the school. They appreciate the actions leaders and governors take to support their well-being and reduce their workload.
The arrangements for safeguarding are effective. Procedures and systems are very strong. Keeping children safe is everyone’s responsibility. Staff are well trained, and they are confident about what to do if they have worries about a pupil’s welfare. Concerns, including any pupil absence, are followed up quickly and with the right people. Leaders know the school’s community well and the issues affecting it. They help families to access support from external sources and organisations. Pupils learn about keeping safe through the curriculum and visitors to school. The school site is well maintained and secure.Medicines in school are stored correctly.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have created clear plans for all subjects in the curriculum that identify the skills pupils need to develop over time. In some subjects, such as mathematics and science, they also have a clear understanding of the specific content they want pupils to know and remember. However, this is not fully the case in all subjects. As a result, pupils may not learn the right information in the right order in order to develop their understanding. Leaders need to continue the work already underway to clarify what they want pupils to know by the end of each topic. . Despite improvements to the teaching of phonics, some pupils, particularly those with SEND or who speak English as an additional language, are not able to read fluently. This is because they do not practise reading often enough and they have too few opportunities to read aloud to an adult. This impacts on the progress that they can make in a range of subjects. Leaders should ensure that pupils have additional opportunities to develop their fluency in reading. . Although improving, attendance remains below the national figure and the number of pupils who miss school regularly is too high. As a result, some pupils are not making as much progress as they should because they are missing too many lessons. Leaders should continue to focus closely on working with families to improve pupils’ overall rates of attendance.
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 a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged Joseph Cash Primary School to be good on 3–4 June 2015.