Cherrywood Community Primary School

Inspection of Cherrywood Community Primary School Mayfield Road, Farnborough, Hampshire GU14 8LH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Requires improvement 18–19 September 2019

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What is it like to attend this school?

Pupils really enjoy coming to Cherrywood Community Primary School. They are eager to learn, and do so well, alongside the good friends they make. Staff have very high expectations of what pupils can achieve. They work hard to help them achieve their very best. Pupils receive thoughtful, extra help if they need it, particularly if they need to catch up.

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What is it like to attend this school?

Pupils are safe at school. Staff really know the pupils, and their families, exceptionally well. Parents and carers fully appreciate the caring help and support they get when needed.

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What is it like to attend this school?

The behaviour around school is good. Pupils are friendly, polite and respectful. They work hard in lessons and are keen to answer questions. Their learning excites them, and they are rightly proud of their achievements. Pupils believe that bullying does not happen in their school. Adults are watchful in case this occurs.

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What is it like to attend this school?

Pupils thoroughly enjoy a wide range of valuable extra activities. Many spoke enthusiastically about the times-tables club in particular. They told us they ‘learn and have fun at the same time’. Pupils told excitedly about their visits to the zoo, museums, theatres and beaches. Staff make sure that all pupils can take part in the activities if they want to.

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better?

Since the last inspection, the headteacher and her leadership team have made many improvements in the school. English and mathematics have improved hugely. Staff have had lots of useful training. As a result, in these subjects, teachers know exactly what to teach and how to teach it in a clear and engaging way. Pupils can discuss how they successfully use and develop knowledge. For example, in a mathematics lesson, one pupil told us, ‘We did it with counters last year, this year we’re doing it in our heads.’

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better?

Learning to read is a priority from the moment children are full-time in Reception. Pupils’ love of reading shines through in their desperation to discuss their books. They cannot wait to tell their friends about the characters and storylines. Pupils regularly read engaging books which are well matched to the sounds they are learning. This helps them to read accurately and become increasingly confident and fluent. Many also benefit from choosing to practise their reading at home. Staff quickly identify any pupil who is falling behind. These pupils are then able to catch up, and keep up, because of appropriate support.

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better?

In some other subjects, the curriculum is not yet as coherently planned and sequenced as it could be. For example, in art, younger pupils know how to mix colours well while older pupils have never learned this. However, where necessary, subject leaders are acting to ensure improvement. For those subjects which are 18–19 September 2019

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already planned well, such as history and physical education (PE), teachers have received helpful training in how to teach effectively.

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Pupils successfully develop their independence and self-esteem through a wealth of meaningful opportunities. Staff teach pupils well to become confident, resilient, well- rounded citizens. Pupils take on responsible roles such as junior road safety officers and eco rangers. New arrival ambassadors help make new pupils feel welcome. Pupils told us how these roles allowed them to ‘find ways to help other people’.

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Pupils with special educational needs and/or disabilities receive excellent support which enables them to reach ambitious goals. In lessons, extra adults in class help these pupils to complete their work alongside their classmates. Highly skilled staff help pupils to take part in all aspects of school life, even if they find some things difficult. This includes day trips and residential trips.

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Leaders and governors work hard to involve staff and parents in important changes within school. As a result, staff and parents feel valued and valuable. For example, changes to the way teachers write reports were discussed with, and gratefully received by, both groups. Parents appreciate the many workshops provided for them that allow them to help their children.

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Children in the early years have fun learning. The attentive, caring adults support them well to feel safe and confident. They ensure that the children quickly become familiar with routines and expectations. Learning is well organised and sequenced. Staff get to know children quickly and use this knowledge to make sure that the learning engages them. The adults continually focus on children’s early reading and mathematics skills. Children benefit from listening to a variety of exciting and enjoyable stories throughout the day. They particularly love traditional tales. Staff invent interesting games and activities to help children learn their numbers and shapes. As a result, children do well with their reading and mathematics.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are extremely vigilant in their duty to make sure children are safe. They fully understand any risks pupils may face and know how to recognise any signs of these risks. Staff note down any concerns quickly and leaders make sure that all record- keeping is comprehensive and up to date. The family support worker provides many families with invaluable advice and support. Staff work closely with other agencies to ensure that families receive any extra help they may need.

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(Information for the school and appropriate authority)

 The strengths seen in English and mathematics are not matched in all other subjects. While subject leaders have already begun to address this, the content of 18–19 September 2019

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some subjects is not yet sequenced well. This is the case in art, geography, and design and technology. Consequently, pupils’ learning in these subjects does not build well on their earlier learning. Leaders need to ensure that all subjects are well planned and carefully sequenced and that teachers have the subject knowledge to deliver them effectively.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 18–19 September 2019

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School details

Inspection number 10111131 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 17–18 May 2017

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Information about this school

 The previous full inspection took place in May 2017 with a later monitoring inspection in July 2018.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with the headteacher and the interim deputy headteacher. We also met with senior leaders responsible for English, mathematics and science. Inspectors spoke with a representative from the local authority on the phone.  Subjects considered closely as part of this inspection were early reading, mathematics, history and art. We considered these subjects, by way of example, as part of the method we use to inspect the curriculum. In each subject that inspectors considered, we included discussions with leaders and teachers, lesson visits, talking to pupils about what they had learned and looking at their work.  To inspect safeguarding, inspectors spoke to staff, pupils, parents and governors. Inspectors looked at a range of records and documentation. This included the school’s single central register, which contains details of recruitment checks.  Inspectors spoke to a wide range of staff about pupils’ behaviour and personal

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development and observed pupils in the lunch hall, playground, assembly and breakfast club.  Inspectors spoke to pupils about their views of their school. As well as speaking to parents at the school gate, inspectors considered the views expressed in nine responses to the online questionnaire, Ofsted’s Parent View, including parents’ free-text responses. Inspectors also considered the views of 18 staff who completed the Ofsted survey of their views of the school.

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Inspection team

Maxine McDonald-Taylor, lead inspector Her Majesty’s Inspector

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Inspection team

Kevin Burrell Ofsted Inspector 18–19 September 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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