Cranfield Church of England Academy

Inspection of a school judged good for overall effectiveness before September 2024: Cranfield Church of England Academy Court Road, Cranfield, Bedford, Bedfordshire MK43 0DR

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Inspection dates: 12 and 13 November 2024

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Outcome

Cranfield Church of England Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Lisa Munday. This school is part of Cranfield Church of England Academy Trust, which means other people in the trust also have responsibility for running the school. It is a single academy trust. The trust is overseen by a board of trustees, chaired by Liz Turner and Ieuan Smiton.

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What is it like to attend this school?

The core values of kindness, respect, safety and hard work are understood by the pupils as ‘The Cranfield Way’. Pupils show these values every day. They behave well. They are polite, friendly and engage well as they welcome visitors to this inclusive school.

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What is it like to attend this school?

Pupils love their school and are passionate ambassadors for it. They aspire to join the ‘pupil parliament’ or to other leadership roles. Pupils thrive personally, socially and emotionally here.

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What is it like to attend this school?

The school has established high expectations for everyone. Pupils understand the importance of aspiration and regular attendance. They are encouraged to express their feelings and concerns. Adults are readily available to help. This allows pupils to develop their confidence and character and to feel safe.

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What is it like to attend this school?

The school has an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils are highly engaged and learn effectively. If they need support to improve their conduct, they receive it. This helps to foster a safe and happy environment. 12 and 13 November 2024

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Pupils are enthusiastic about the school’s wide-ranging opportunities. These include those offered outside of the taught curriculum. Pupils respect differences, cultures, faiths and values. They understand the importance of online safety and community awareness.

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

Pupils are rightly proud of the work they produce. They speak enthusiastically and knowledgeably about their learning. They take delight in their growing knowledge of scientific concepts, different historical periods and global geography. Pupils remember a range of technical vocabulary in different subjects. This rich knowledge stands them in good stead for their next steps.

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

The school is highly ambitious for every pupil to succeed and do well. Many pupils do. The school has ensured that the needs of pupils are at the centre of curriculum development. It has carefully embedded a curriculum that engages all pupils. The curriculum is meaningful for pupils and supports their achievements in clearly sequenced steps.

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

Pupils with SEND have their needs accurately identified and are well supported. Most pupils with SEND achieve well from their various starting points. Adults use and adapt a wide range of resources to meet pupils’ diverse and complex needs. The views of pupils, other professionals, parents and carers are considered when allocating this extra, effective support.

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

Children in the early years are encouraged to communicate effectively and build their vocabulary. Talk is developed as a priority. Staff routinely question children about the animals or shapes they have made. They help them to answer using new words or sentences. This helps to build children’s self-confidence.

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

Phonics is taught effectively. This starts in the early years. Staff are trained and skilled in teaching phonics consistently and effectively. They frequently check pupils’ knowledge and provide the necessary support for those who need it. Reading books are matched to pupils’ phonics knowledge. This helps pupils to become fluent and confident readers.

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

Pupils, including pupils with SEND, are given a wide range of opportunities to compose writing for a range of purposes. Mostly, pupils write clearly and legibly. The few who still find forming letters difficult receive effective support. However, teachers do not always spot pupils’ spelling and grammatical errors. Consequently, these errors are repeated. Therefore, pupils do not always express their ideas accurately.

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

Pupils achieve well in mathematics. They have strong number skills. They work through calculations logically. Pupils acquire the resilience to persevere and try again if they make a mistake.

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

All pupils, including disadvantaged pupils, benefit from a huge range of opportunities to be active. The school takes full advantage of its locality. This includes by providing lessons at a nearby farm for outdoor learning. This helps to develop pupils’ awareness of safety, the changing seasons and their problem-solving skills. 12 and 13 November 2024

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Pupils relish the many meaningful ways they can contribute to the wider life of the school. They can take on various leadership opportunities. These include being values and sports ambassadors. The rich personal development programme exposes pupils to different faiths, cultures and lifestyles. Consequently, they are well prepared for life in modern Britain.

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Pupils like coming to school. The school prioritises attendance and, where necessary, works closely with families to improve it.

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The governing body works effectively in partnership with the school. This ensures that there is a relentless, determined drive towards ongoing improvement. Leaders manage staff workload carefully. They make necessary adjustments so that staff can focus on pupils’ learning. Staff are proud to work at the school. They know that expectations of them are high. The school provides effective support that helps them rise to this challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The quality of writing varies across the school. Some pupils continue to make repeated spelling and grammatical errors that teachers do not always spot. As a result, these pupils struggle to present their knowledge and understanding confidently and clearly. The school should ensure that teachers consistently correct pupils’ spelling and grammatical errors, enabling all pupils to express their ideas with greater confidence and clarity.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the 12 and 13 November 2024

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last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019.

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How can I feed back my views?

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.

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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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Further information

You can search for published performance information about the school.

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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 November 2024

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School details

Chair of trust Liz Turner and Ieuan Smiton (Co-chairs) Headteacher Lisa Munday Website www.cranfieldchurchofenglandacademy.co. uk Dates of previous inspection 17 and 18 September 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Cranfield Church of England Trust.  The school does not use any alternative provision.  The early years includes provision for two- and three-year-olds.  The school runs a breakfast and after-school club.  The school has a Church of England religious character and is affiliated to The Diocese of St Albans. The school’s most recent section 48 inspection took place in March 2023. The next one is due in 2028.  The headteacher joined the school in April 2023.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 12 and 13 November 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector reviewed the curriculum, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector heard pupils read to a familiar adult and when taking part in their lessons.  The inspector held meetings with a range of leaders, including the headteacher, the deputy headteachers, the special educational needs and disabilities coordinator and the attendance administrator.  The inspector met with representatives of the local governing body and with a representative from the local authority.  The inspector observed pupils’ behaviour in lessons, around the school, at playtime and lunchtime. The inspector spoke with pupils about their views of the school their

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learning, behaviour and safety, including when they access outdoor learning.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  A range of records relating to behaviour and attendance were scrutinised.  Consideration was given to 84 responses and 63 free-text responses received to Ofsted’s online survey, Parent View. The 40 responses to Ofsted’s staff survey were considered, along with 166 responses to Ofsted’s pupil survey.

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Inspection team

Ahson Mohammed, lead inspector Ofsted Inspector 12 and 13 November 2024

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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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