Cranbourne Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Cranbourne Primary School are proud to attend their school. They come happy and ready to learn. Pupils know who their trusted adult in the school is, and they have strong relationships with them.

This makes them feel safe.

The school is ambitious for pupils. This includes those with special educational needs and/or disabilities (SEND).

Pupils work hard and achieve well. Pupils are polite and well-mannered to staff and each other. They socialise happily taking turns and caring for each other.

Pupils live the school values of kindness, respect, teamwork, perseverance and creativity. These are part of school life, and pupils strive to be the b...est they can.

The school offers pupils opportunities to visit local areas of interest that are closely matched to the subjects they learn.

This brings their learning to life and helps them to remember what they have learned. The school has a wide range of clubs that pupils take part in. These include football, netball, gaming and litter picking.

Visitors to the school, such as past Olympians, inspire pupils to achieve their best and try new things. Pupils have the opportunity to be house leaders and members of the school council.

What does the school do well and what does it need to do better?

The school has a well-sequenced curriculum, which builds pupils' knowledge over time.

There is a focus on ensuring pupils learn the vocabulary they need to know. Lessons support pupils to build fluency and develop a strong recall of factual information. Teachers check pupils' understanding and address any misconceptions that pupils may have.

These are used to address misconceptions in pupils' understanding. Activities are planned to match the curriculum. Teachers have strong subject knowledge, which they use to explain difficult ideas.

However, there is variability in some areas of the school in how these processes are used. This means that some pupils do not achieve as well as they could.

There is effective identification of the needs of pupils with SEND.

Appropriate adaptations are made to the curriculum to ensure that pupils can achieve well. Teachers are knowledgeable about the needs of pupils in the school. The focused training they receive helps them to put support in lessons for pupils with SEND.

The vibrant early years get children off to a great start. The curriculum is well organised with a mix of teacher-led and child-led activities. Staff are aware of the areas where individual children still need to develop.

Targeted activities ensure that children develop well and are ready to move into key stage 1.

Children start to read at the beginning of Reception. Teachers are well trained to deliver the phonics programme and support pupils to read with age-appropriate fluency.

When pupils fall behind, the school identifies this. Focused support is put in place, which enables them to catch up quickly. Author visits, reading events and well-chosen books help to build a love of reading in pupils.

Pupils are delightful to visitors, staff and each other. The school values are the basis for the behaviour policy. Low-level disruption is not tolerated in the school.

This means pupils are able to learn. Pupils are highly motivated to learn and want to achieve the best they can. Where a small number of pupils struggle to follow the school rules, there are suitable adaptations put in place to support them.

Attendance is high. The school knows individual families and puts bespoke intervention in place for the small number of pupils who do not attend regularly. This is effective at improving attendance.

Pupils know how to keep safe both online and in the community. They have a clear understanding of the values of modern Britain and how this impacts them. Pupils' character is developed based on the school values.

These run through initiatives like the fifty Cranbourne experiences and the personal development challenges. Pupils understand about different faiths and learn how they differ to each other. They celebrate difference through their heritage day, which allows them to learn about the different backgrounds of their classmates.

Leaders have a clear overview of the areas of strength in the school and what they want to improve further. Staff are supported with professional development, which is focused on improving how well pupils achieve. Staff are supported with their workload and know that they can ask for support and will be listened to.

Governors know the school well and work alongside staff to sustain improvements. They fulfil their statutory duties.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variation in how the school's pedagogical approaches are embedded. This means that some pupils do not achieve as well as they could. The school should ensure that they continue to implement their pedagogical priorities across the school so that all pupils achieve well.

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