Cranford Park Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Parents and carers are rightly effusive about the positive changes at Cranford Park.

As one captured simply, but perfectly, it is 'a lovely small school with a big heart'. Every opportunity that pupils experience is rooted in what the school wants them to be when they leave Year 6, as well-rounded 'Cranford Park graduates'. From Reception upwards, they learn the importance of 'letting your light shine' and making a positive contribution to the world.

Pupils are nurtured to be compassionate, courageous and creative young citizens. They are explicitly taught important attributes such as thinking for themselves, patience, forgiveness and self-control. Pupils' positive ap...proach to learning and their kindness towards, and awareness of, others' needs are impressive.

They have a mature understanding of what it means to be respectful, fair and open-minded and their responsibility to 'step in' and stand up for others.

The carefully designed curriculum builds pupils' bank of facts and skills across the full range of subjects they must study. Hugely popular weekly 'University of Cranford Park' sessions take pupils beyond the ordinary.

Pupils' curiosity is sparked by the diverse topics on offer, from astronomy to learning Welsh. They are inspired to be ambitious for their futures.

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

The school has gone from strength to strength since the last inspection.

It has successfully pursued its bold ambitions for pupils' all-round development as well as tackling the essential improvements that were needed. Staff appreciate being part of the solution and the support they get to hone their practice. Pupils' views help to shape changes.

Armed with a good understanding of the school's day-to-day work and the challenges it faces, governors are 'endlessly curious' on pupils' behalf.

The transformation in pupils' behaviour is remarkable. Expectations have been reset, are firmly embedded from the start in early years and understood by all.

Being 'ready, respectful and safe' and the school's values set the tone and permeate daily life. Classrooms are consistently calm and conducive to learning. Pupils are taught how to disagree with others in a positive way and how to resolve things if they fall out.

The school's work to nurture pupils' character is something special. Residential experiences start in Year 2, building pupils' confidence and independence. Pupils have a wealth of opportunities to develop their talents and strengths.

The school goes over and above to ensure that 'no child ever needs to miss out'. Pupils learn about issues facing the changing world that they live in. They become 'courageous advocates' for causes they care about.

Most pupils get off to a good start on the journey to become a 'brilliant bookworm'. Phonics teaching starts promptly in Reception. Good use is made of well-trained staff and careful checks on pupils' learning to teach them in groups matched to the stage they are at.

Extra support is put in swiftly for those who need it. The embedding of a systematic approach to teaching reading skills beyond the early stages and ensuring that pupils experience a wide range of texts are bearing fruit. More pupils are confident and fluent readers than in the past.

The picture is similar for their mathematics and writing skills.

The unwavering focus over the last couple of years on improving the wider curriculum and teaching has paid off. Staff are well supported to know what to teach when in each subject, building on the foundations laid in early years.

Mostly, teaching is clear and focused on what pupils should be learning. Teachers keep a check on pupils' understanding, revisiting points with the class or individuals as needed. The school is at the point of reviewing and refining the curriculum.

Pupils' recall of key learning from previous years is not as strong as it could be. Work has started to pinpoint exactly what the 'sticky knowledge' is that pupils must remember and to develop activities to highlight, frequently revisit and check that learning.

As learning has improved for the majority of pupils, the gap between disadvantaged pupils and their classmates has become more apparent.

Strong systems are in place to identify pupils who may have special educational needs and/or disabilities (SEND). Training and guidance are equipping staff with a greater understanding of, and strategies to meet, their needs. There is a good understanding of the typical barriers that pupils eligible for pupil premium funding might face.

The school works tirelessly with families to minimise absence. Work has started to consider more forensically what the specific barriers to learning are for individuals and what more needs to be done to help them.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Work to review what is essential learning in the foundation subjects and how pupils are taught to remember it is fairly recent. Pupils do not readily recall some important learning from previous years. The school should keep a watchful eye on the teaching and retrieval of key knowledge and skills to be assured that its plans are having the desired impact as pupils move up through the school.

• Until recently, distinguishing between pupils who face barriers to learning and those who have fallen behind as a result of weaker provision in the past has not been straightforward. What is clear now is that disadvantaged pupils are typically not achieving as well as their peers. The school should ensure that appropriate adjustments are made and then monitored to ensure these pupils learn and achieve well.

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