The Cedars Primary School

Inspection of The Cedars Primary School High Street, Cranford, Hounslow, Middlesex TW5 9RU

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 10 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. The school received an ungraded inspection under section 8 of the Act on 10 and 11 January 2023. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 12 and 13 June 2024

p.1

What is it like to attend this school?

Pupils flourish in this nurturing school where pupils are encouraged to become curious learners. This is a friendly school community where pupils feel safe and happy.

p.2

What is it like to attend this school?

At the heart of the school’s work is a commitment to provide pupils with personalised learning programmes. The school’s curriculum design carefully takes account of each pupil’s specific special educational needs and/or disabilities (SEND) and their interests as well. With effective support from skilled staff, pupils enjoy their learning and meet the school’s aspirations for successful learning.

p.2

What is it like to attend this school?

Typically, pupils’ conduct during lessons is positive. Staff are very calm and model expectations in a consistent and caring manner. This helps pupils to be ready for learning, so that they can focus on their studies. Pupils know that extra help is quickly available if they struggle socially or with their feelings or emotions.

p.2

What is it like to attend this school?

Pupils value the praise and rewards that they receive, including for good behaviour. Incidents of bullying are rare and are dealt with quickly by the school. If behaviour happens to fall below that which is expected, swift action by staff and positive affirmation ensure that pupils’ self-esteem is maintained. Pupils are helped to resume focus quickly once again on their work.

p.2

better?

The curriculum is broad, balanced and meets the specific needs of pupils with SEND. Purposeful checks inform teaching staff of pupils’ starting points. Staff set appropriate work, adapt resources and present subject matter clearly, tailored to pupils’ needs.

p.2

better?

The ambitious curriculum engages pupils’ interest through the themes that pupils study. Typically, pupils recall their knowledge of prior learning with enthusiasm. This is the case in most subjects across the curriculum, but not all. In a few subjects, the school’s curriculum thinking has not identified the subject content that pupils need to know as precisely as in other subjects. As a result, sometimes pupils do not build cumulative knowledge as securely over time.

p.2

better?

Reading is treated as a priority and adults read to pupils every day. Expert teaching and individualised resources support reading throughout the school. Pupils develop phonics skills securely and read books which are matched to the sounds they are learning. Regular checking of what pupils know supports them to catch up quickly, should they fall behind with their reading.

p.2

better?

Overall, behaviour is calm and sensible. The school has clear routines to manage pupils’ behaviour. Attendance is improving. This reflects leaders’ high expectations for all pupils to attend school very regularly. The school adopts a bespoke and caring 12 and 13 June 2024

p.2

3

approach and works closely with families, carers and other agencies to address any barriers to pupils coming to school.

p.3

3

The school’s wider curriculum provides many opportunities to support pupils’ personal development. Pupils are taught to look after their mental well-being and keep themselves safe online, and encouraged to make healthy food choices. Sporting events, outings, including to art galleries, and drumming workshops support pupils’ broader experiences and interests. Pupils are taught the importance of respecting the cultures, faiths and beliefs of others, and to treat all people equally.

p.3

3

Therapists work in partnership with staff to set targets for each pupil that relate to the objectives in their education, health and care plan (EHC) plan. Many of these targets promote the successful development of pupils’ social and emotional abilities. For example, pupils treat one another respectfully and take turns during learning and at breaktimes. Pupils are encouraged to become responsible citizens.

p.3

3

Leaders at all levels, including the governing body, have high expectations for the quality of education for all pupils. This is shared by all staff, who appreciate the support they receive for their workload and well-being. Parents and carers also value the school and how well they are kept informed about their children’s daily progress.

p.3

3

Staff receive training to develop their skills and knowledge in most subjects and to help them to provide tailored support to pupils with SEND. Sometimes, staff have not developed expertise thoroughly in a few foundation subjects and further refined their approaches to supporting pupils with SEND.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few foundation subjects, the school’s curriculum thinking does not identify precisely what pupils need to know and learn. This limits the development of pupils’ deeper knowledge and skills. The school should ensure that the important subject content is identified clearly, in all subjects.  The opportunity for regular professional development across all areas of the school’s work is not consistent. This means that sometimes staff lack the expertise to implement the school’s curriculum and meet pupils’ needs. The school should ensure that all staff are trained to teach all subjects and meet the needs of all pupils. 12 and 13 June 2024

p.3

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 June 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 10 and 11 January 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 There is currently an acting headteacher. A new headteacher has been appointed to join the school in September 2024.  Every pupil who attends The Cedars Primary School has an EHC plan designating social, emotional and mental health as their primary need.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the acting headteacher and other senior leaders. The lead inspector also met with those responsible for governance. 12 and 13 June 2024

p.5

6

 Inspectors carried out deep dives in these subjects: early reading, mathematics, and history. For each deep dive, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work.  Inspectors also discussed the curriculum in some other subjects, including science, art and physical education.  The lead inspector listened to pupils read.  Inspectors looked at records of pupils’ attendance, behaviour and bullying. They also observed pupils’ behaviour in lessons and around school and talked to them about behaviour, bullying and welfare.  Inspectors reviewed a range of documents, including records of governing body meetings, headteacher’s reports and the school’s website.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and

p.6

6

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted Parent View, including parents’ free- text responses. Inspectors also took account of responses to Ofsted’s staff and pupil surveys.

p.6

Inspection team

Rosemarie Kennedy, lead inspector Ofsted Inspector

p.6

Inspection team

Noeman Anwar His Majesty’s Inspector 12 and 13 June 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7