Cromwell Junior and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Visitors know they are in a special place as soon as they enter this vibrant, welcoming school. Everyone is friendly, and the colourful environment is filled with the sound of happy children and a menagerie of animals.

Pupils thrive and feel safe at school because they know caring staff want the absolute best for everyone.

The school is determined to provide pupils with the best education it possibly can. The school's high expectations are realised.

Pupils attend regularly and achieve exceptionally well. Behaviour across the school is excellent. Well-mannered pupils look after each other and play happily at playtime.

In class, they concentrate on the...ir learning.

Pupils learn to be caring and responsible by looking after the school animals, which include ducks, chickens, parrots and fish. The productive school garden and polytunnel provides food for animals or for cookery lessons.

Any surplus is shared with the local community. This helps pupils to learn about sustainability.

Pupils have a voice through regular afternoon tea with the headteacher and at the school council where they discuss what they would like to change in school.

Many pupils take on roles, including playleaders and reading buddies that help them to become responsible.

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

The school has developed an expertly crafted curriculum. This begins in the early years where highly skilled staff ensure that children learn fundamental skills and knowledge.

In Nursery and Reception, adults make use of every opportunity to talk to children. As a result, children benefit from hearing and using a wide range of vocabulary. Pupils continue to build on their learning as they become older and are extremely well prepared for the next stage of their education.

The school's ambitious curriculum gives pupils many opportunities to build upon their knowledge so that they remember more over time. Pupils talk about what they know and remember with clarity. Staff adapt work and resources so all pupils can participate in lessons and achieve well.

Pupils with special educational needs and/or disabilities (SEND) are identified swiftly and supported to access learning alongside their peers. As a result, pupils with SEND are happy in school and achieve exceptionally well.

Teachers have strong subject knowledge.

They choose appropriate resources and activities so that pupils are excited about their learning. Staff identify pupils' misunderstandings through checking work during the lesson. This enables teachers to review what pupils know and what they need to learn next.

The school prioritises reading. Children learn to read as soon as they start in Reception. Pupils are secure and confident with sounds they know because the phonics scheme is delivered well.

Those who fall behind receive extra help to catch up. Pupils practise reading often from books that are well matched to their stage of learning. Pupils throughout the school enjoy reading.

From the early years, the school establishes a clear set of behaviour routines and expectations. These strong foundations encourage pupils to take responsibility for their behaviour and learning. They move around school in an orderly manner and are respectful to each other and to adults.

Relationships are warm and caring. Pupils take pride in their work and have highly positive attitudes to learning. They are keen to know more and enjoy their lessons.

Even when learning is hard, pupils are resilient and persevere.

The school develops pupils' character effectively and encourages them to be confident and have high ambitions. Pupils learn about 'heritage heroes' and say they want to become 'people who make a difference.'

Pupils understand, appreciate and respect people's differences, such as religion or ethnicity, and celebrate things that are common to all people. Pupils speak confidently about their understanding of the experiences of refugee families. However, not all the protected characteristics are taught with equal depth.

This is limiting pupils experience and understanding of different families and relationships.

Pupils learn how to maintain healthy lifestyles. For example, in Nursery, children discuss healthy eating choices with staff while having their snacks.

Pupils attend sporting clubs, which develop their interests. Recently there have been less opportunities for pupils to go on trips than the school would like. Leaders recognise that this has limited opportunities for pupils to enrich their learning and have plans to extend the range of trips in the future.

The trust makes regular checks that things are working well in school. Trustees understand and perform their duties well. Strong leadership at all levels ensures that everyone is united in their ambition to remove barriers to high achievement for pupils.

The school provides ongoing support and training for staff which makes a positive difference to pupils' learning without affecting staff workload and well-being. Staff are a happy team who are proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not ensure that pupils have enough opportunities to learn enough about all the protected characteristics or learn about places near and far. This means pupils may not have a breadth of experiences that fully prepares them for life in modern Britain. The school should widen pupils' experiences beyond the local area and ensure pupils learn about different lifestyles and types of families so they are well prepared for life beyond the school.