Cranborne Primary School

P R O T E C T – I N S P E C T I O N School report

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Cranborne Primary School Laurel Fields, Potters Bar, EN6 2BA

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Inspection dates 31 January 2013–1 February 2013

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1

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Summary of key findings for parents and pupils

This is a good school.  The leadership of the school is outstanding. The headteacher, governors and staff, including the office and support staff, work together exceptionally well as a team.  Achievement is good. Pupils’ rate of progress is good in all year groups. Attainment is above average by the time pupils leave the school.  Pupils have exemplary attitudes to learning. They are very keen to improve their work and want to do well.  Pupils’ behaviour in lessons, around the school and outside school is excellent, and they feel very safe.  Teaching is typically good and sometimes outstanding, thanks to thorough and regular checking of the quality of teaching by the headteacher and senior leaders, supported by carefully considered staff training.  The activities and additional adult support provided for pupils who find learning difficult are very effective in helping them to achieve well.  Relationships throughout the school, and with

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Summary of key findings for parents and pupils

parents, are outstanding. Parents are delighted with what the school provides for their children.

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It is not yet an outstanding school because

 Although the proportion of outstanding is increasing, there is not yet enough to support exceptional progress.  Teachers do not always make full use of opportunities in different subjects for pupils to practise and extend the skills they learn in literacy and numeracy lessons.

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Information about this inspection

 Inspectors observed 17 lessons, nine of which were joint observations carried out with the headteacher and the deputy headteacher. Inspectors also observed pupils moving around the school, in the dining room and at break and lunchtimes. They also listened to pupils read.  Meetings were held with pupils, senior leaders, including subject and phase leaders, governors and a representative of the local authority. Inspectors took account of 120 responses to Parent View (Ofsted’s online questionnaire for parents) as well as parents’ spoken and written views. Inspectors also took account of the school’s own recent parental questionnaire.  Inspectors looked closely at a range of documentation including the school’s data about the progress of pupils, the school’s self-evaluation, improvement plans, safeguarding policies and records relating to performance management.

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Inspection team

Nichola Perry, Lead inspector Additional Inspector Catherine Moore Additional Inspector Simon Camby Additional Inspector

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Information about this school

 This school is much larger than the average-sized primary school.  The proportion of pupils known to be eligible for pupil premium funding (additional money given to schools for particular pupils, including those who are known to be eligible for free school meals) is below average.  The majority of pupils are White British.  The proportions of pupils who have special educational needs supported by school action, and by school action plus or through a statement of special educational needs, are below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.  Since the previous inspection there have been several changes of staff, including the deputy headteacher.

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What does the school need to do to improve further?

 Accelerate pupils’ progress in reading, writing and mathematics by:  increasing the proportion of outstanding teaching  making more creative use of subjects other than English and mathematics to extend pupils’ literacy and numeracy skills.

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The achievement of pupils is good

 Improvements in teaching and the way subjects are planned throughout the school now ensure that pupils make good progress in reading and writing, and very good progress in mathematics. Disabled pupils and those who have special educational needs also make good progress. This represents good improvement since the previous inspection, when pupils did not make as much progress as they should.

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The achievement of pupils is good

 Children join the Nursery and Reception classes with skills broadly in line with levels expected for their age. Children of all abilities make good progress because they are taught well and given interesting things to do. They rapidly acquire knowledge skills and understanding across all areas of learning, so they are well prepared for Year 1.

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The achievement of pupils is good

 Phonics (the sound that letters make) is well taught so pupils make good progress in developing their reading skills. The least able readers in Years 1 and 6 that were heard to read during the inspection make good use of letter sounds to help them read new words. They show good expression when they read and are able to make links between their reading and real-life experiences.

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The achievement of pupils is good

 Across the school attainment is above average in reading, writing and mathematics. The introduction of more structured learning has contributed strongly to sustained improvements. For example, pupils now transfer their knowledge of phonics successfully to their writing. Similarly, accelerated progress in developing numeracy skills is enabling pupils to apply their mathematical knowledge in real-life situations and to solve questions which get them thinking for themselves.

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The achievement of pupils is good

 The progress of pupils supported by the pupil premium has been rapid because funding has been used very effectively to provide additional teaching sessions, as well as other support, for these pupils. Test results and current school data show that the attainment of pupils known to be eligible for free school meals is higher than that of similar pupils nationally, and the gap between their attainment and that other groups in English and mathematics has reduced considerably.

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The achievement of pupils is good

 Learning in all classes is now consistently at least good, and sometimes better. The legacy of underachievement has been halted. There is now no ‘catch-up’ needed and learning focuses on moving pupils on through activities which now take account of the stage pupils are at. This includes higher expectations to ensure that the more able pupils extend their learning of new skills and apply their newly acquired knowledge from lesson to lesson.

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The quality of teaching is good

 Teaching is typically good and sometimes outstanding. Lesson activities are planned well for pupils of all abilities. Information about the progress pupils are making is used effectively to set work which provides more challenge than in the past. During the inspection teachers frequently amended their planning or their teaching to take account of the progress pupils were making.

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The quality of teaching is good

 In the best lessons seen, and in these pupils’ books, teachers gave pupils good opportunities to practise their literacy and numeracy skills different subjects so that they improve at a faster rate. This is not the case in all classes, and this is preventing pupils from improving at a faster rate. Work in pupils’ books reflects teachers’ very high expectations regarding presentation.  Lesson introductions make sure pupils understand what it is they are learning about. Where teaching is outstanding this is superbly extended to help pupils understand how their learning will be useful to them in everyday situations, now and into the future. This brings learning alive and encourages pupils to think hard and consider how their learning can be applied to real-life situations.

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The quality of teaching is good

 In the best lessons, excellent demonstrations of what pupils are expected to do ensure that no time is wasted. Teachers are increasingly making links between learning in one subject and how this is relevant to learning in other subjects. This makes learning more meaningful to pupils. However, they do not always make the most of opportunities to consolidate and extend the skills pupils develop in English and mathematics when they learn in other subjects.

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The quality of teaching is good

 Work is demanding in all lessons. The best examples really challenge pupils to apply their skills, particularly the more-able pupils. These teachers use their skills in supporting and prompting expertly to help pupils think hard and solve problems so that they achieve success. Pupils who find learning difficult are extremely well supported by a team of well-trained adults who, like the teachers, ask searching questions and encourage a high level of discussion.

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The quality of teaching is good

 Marking is exemplary and a model of good practice. Teachers have established a strong dialogue with even the youngest pupils so that marking is truly developmental and ensures progress is never less than good. Supportive marking helps less-able pupils to progress well, while still challenging them to make further improvements.

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The quality of teaching is good

 Pupils’ remarkable understanding of how they can improve is remarkable their work was shown clearly in their books and discussions with different groups. Pupils are involved fully in amending, improving and marking their own work, as well as that of others, and are expected to assess how well they understand their learning.

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The behaviour and safety of pupils are outstanding

 Behaviour is exemplary. Attitudes to learning are excellent. Pupils eagerly engage in activities, work diligently to complete tasks and always give of their best. Lessons are not interrupted and low-level disruption is extremely rare. Pupils work constructively together and are respectful and considerate towards each other.

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The behaviour and safety of pupils are outstanding

 Pupils say that the excellent behaviour inspectors saw in class and around the school is typical. They say that ‘poor behaviour is not what happens in our school – it is not welcome here.’ They report that pupils get on well with each other and only occasionally are there any issues in the playground, which they say is well supervised.

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The behaviour and safety of pupils are outstanding

 Pupils are proud of their role as playground ‘mediators’. They accept differences readily and are genuinely delighted when others achieve success in their learning or personal development.

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The behaviour and safety of pupils are outstanding

 Attendance is above average because pupils love coming to school and recognise the importance of regular attendance.

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The behaviour and safety of pupils are outstanding

 The atmosphere in school is highly positive. Pupils participate confidently in discussions because they understand how highly valued their contributions are. They consider that ‘adults do listen to us and they are people that we can trust’. Pupils actively seek to engage in conversation with visitors to their school, of which they are so proud. They say that ‘they let us express ourselves and have opinions’.

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The behaviour and safety of pupils are outstanding

 Pupils feel very safe and their parents agree. They demonstrate an excellent understanding of how to keep themselves and others safe, including e-safety. Pupils are able to talk about the different forms of bullying, including inappropriate use of language towards different groups. They know exactly what to do and who to inform should it occur. Pupils clearly understand the behaviour policy and talk knowledgeably about different rewards and sanctions, should they be required.

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The behaviour and safety of pupils are outstanding

 The school provides strong support for pupils and their families whose circumstances make them vulnerable, including providing a fresh start for pupils when they have not had a positive experience elsewhere. Pupils joining from other schools or settings are helped to settle quickly and benefit from the clear boundaries of what is acceptable behaviour, from both staff and the pupils. As a result, they blend in with the other pupils and feel safe so that they can thrive.

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The leadership and management are outstanding

 Outstanding leadership from the headteacher has a key factor in the considerable improvement made since the last inspection. He has built an effective team who are totally committed to his aspirations for the school. He has successfully steered the school through some extremely challenging times, while maintaining the total support and confidence of governors, staff and parents. He has allowed none of these difficulties to detract from improving pupils’ learning and progress.

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The leadership and management are outstanding

 Leadership is inspirational. Thorough and highly effective monitoring has eliminated inadequate teaching and substantially raised the overall quality, which is now well on the way to being outstanding. Development planning highlights the right key objectives to consistently move the school forward. Leaders at all levels have a highly accurate awareness of the strengths and weaknesses in their areas of responsibility. The system for managing staff performance is a model of exemplary practice and all staff are held strongly to account for their pupils’ achievement.

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The leadership and management are outstanding

 The role of senior leaders has been developed exceptionally well and other staff are being effectively groomed for leadership. Most notably, outstanding leadership of English, mathematics and special educational needs have played a key part in ensuring the work planned for pupils, the quality of teaching and the monitoring of their progress are the best they can be.

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The leadership and management are outstanding

 Equality of opportunity is promoted well and any discrimination tackled effectively. The pupil premium funding is used outstandingly well to support eligible pupils and their families. A wide range of extra adult attention ensures that these pupils progress as well as their classmates.

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The leadership and management are outstanding

 Pupils’ spiritual, moral, social and cultural awareness is developed well through the subjects and activities provided. Visits, visitors and excellent links with families and the local and wider communities enrich learning and broaden pupils’ horizons. Stunning displays around the school reflect the varied work pupils do.

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The leadership and management are outstanding

 Parents are delighted with what the school provides for their children. Many wrote to the inspectors praising all aspects of the school, and those spoken to during the inspection particularly praised the headteacher and staff.  The local authority has provided a considerable amount of support for this previously satisfactory school. It fully recognises the school’s steady improvement, which is now accelerating with improved progress and raised standards.

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The leadership and management are outstanding

 The governance of the school:  Highly effective governors have supported the school’s leaders by playing a central role in shaping strategic direction and taking important spending decisions. They are articulate and make best use of their skills, and appropriate training, to support the work of the school. They have an in-depth understanding of the school’s performance, including the quality of teaching and pupils’ progress. They know what is done to reward good teachers and to tackle underperformance. They also know how the school needs to improve further, and they are insightful in their proposals for achieving this. Governors have an excellent approach to monitoring and evaluating the school’s performance so as to provide a high level of challenge to the school’s leaders. They manage the budget well, and use funding such as pupil premium money prudently to bring about improvements in pupils’ achievement. They make sure that

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The leadership and management are outstanding

the school meets all current national requirements for safeguarding children.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 117369 Local authority Hertfordshire Inspection number 405700

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 433 Appropriate authority The governing body Chair Peter Goldfinch Headteacher Alan Cocker Date of previous school inspection 23 May 2011 Telephone number 01707 652714 Fax number 01707 661074 Email address admin@cranborne.herts.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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