Cromwell Junior and Infant School

Inspection of Cromwell Junior and Infant School Cromwell Street, Nechells, Birmingham, West Midlands B7 5BA

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Inspection dates: 14 and 15 January 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Early years provision Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The senior executive leader of this school is Rubina Darr. This school is part of Cromwell Learning Community, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rubina Darr, and overseen by a board of trustees, chaired by John Orchard.

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Ofsted has not previously inspected Cromwell Junior and Infant School under section 5 of the Education Act 2005. However, Ofsted previously judged Cromwell Junior and Infant School and Nursery Class to be outstanding for overall effectiveness, before it opened as Cromwell Junior and Infant School as a result of conversion to academy status. 14 and 15 January 2025

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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.

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What is it like to attend this school?

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 their learning.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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. 14 and 15 January 2025

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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 14 and 15 January 2025

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ensure pupils learn about different lifestyles and types of families so they are well prepared for life beyond the school.

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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). 14 and 15 January 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Cromwell Junior and Infant School became an academy in January 2017. The school is part of the Cromwell Learning Community, a multi-academy trust of two primary schools. The Senior Executive Leader works across this school and Bordesley Village Primary School.  The school does not make use of any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in the evaluation of the school.  The inspectors carried out deep dives in these subjects: reading, mathematics, history, and religious education. For each deep dive, inspectors held discussions about the 14 and 15 January 2025

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curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: 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.  The inspectors met with the senior executive leader, other school leaders, the chair of the trust board and another trustee, and spoke with an external school improvement partner.  Inspectors examined a range of school documentation, including leaders’ self- evaluation, improvement plans, records of governance, and documentation relating to attendance and pupils’ behaviour.  The inspectors spoke with groups of staff and took account of views shared through the staff survey.

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 During the inspection, the inspector met with groups of pupils both formally and during less structured parts of the day.  The inspectors took account of responses to the online survey, Ofsted Parent View. An inspector spoke informally with parents on arrival to school.

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Inspection team

Corinne Biddell, lead inspector His Majesty's Inspector

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Inspection team

Donna Wright Ofsted Inspector 14 and 15 January 2025

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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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