Cranbourne Primary School

Inspection of Cranbourne Primary School Lovel Road, Winkfield, Windsor, Berkshire SL4 2EU

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding 8 and 9 July 2025

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What is it like to attend this school?

Pupils at Cranbourne Primary School are proud to attend their school. They come happy and ready to learn. Pupils know who their trusted adult in the school is, and they have strong relationships with them. This makes them feel safe.

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What is it like to attend this school?

The school is ambitious for pupils. This includes those with special educational needs and/or disabilities (SEND). Pupils work hard and achieve well. Pupils are polite and well- mannered to staff and each other. They socialise happily taking turns and caring for each other. Pupils live the school values of kindness, respect, teamwork, perseverance and creativity. These are part of school life, and pupils strive to be the best they can.

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What is it like to attend this school?

The school offers pupils opportunities to visit local areas of interest that are closely matched to the subjects they learn. This brings their learning to life and helps them to remember what they have learned. The school has a wide range of clubs that pupils take part in. These include football, netball, gaming and litter picking. Visitors to the school, such as past Olympians, inspire pupils to achieve their best and try new things. Pupils have the opportunity to be house leaders and members of the school council.

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

The school has a well-sequenced curriculum, which builds pupils’ knowledge over time. There is a focus on ensuring pupils learn the vocabulary they need to know. Lessons support pupils to build fluency and develop a strong recall of factual information. Teachers check pupils’ understanding and address any misconceptions that pupils may have. These are used to address misconceptions in pupils’ understanding. Activities are planned to match the curriculum. Teachers have strong subject knowledge, which they use to explain difficult ideas. However, there is variability in some areas of the school in how these processes are used. This means that some pupils do not achieve as well as they could.

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

There is effective identification of the needs of pupils with SEND. Appropriate adaptations are made to the curriculum to ensure that pupils can achieve well. Teachers are knowledgeable about the needs of pupils in the school. The focused training they receive helps them to put support in lessons for pupils with SEND.

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

The vibrant early years get children off to a great start. The curriculum is well organised with a mix of teacher-led and child-led activities. Staff are aware of the areas where individual children still need to develop. Targeted activities ensure that children develop well and are ready to move into key stage 1.

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

Children start to read at the beginning of Reception. Teachers are well trained to deliver the phonics programme and support pupils to read with age-appropriate fluency. When pupils fall behind, the school identifies this. Focused support is put in place, which enables them to catch up quickly. Author visits, reading events and well-chosen books help to build a love of reading in pupils. 8 and 9 July 2025

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Pupils are delightful to visitors, staff and each other. The school values are the basis for the behaviour policy. Low-level disruption is not tolerated in the school. This means pupils are able to learn. Pupils are highly motivated to learn and want to achieve the best they can. Where a small number of pupils struggle to follow the school rules, there are suitable adaptations put in place to support them. Attendance is high. The school knows individual families and puts bespoke intervention in place for the small number of pupils who do not attend regularly. This is effective at improving attendance.

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Pupils know how to keep safe both online and in the community. They have a clear understanding of the values of modern Britain and how this impacts them. Pupils’ character is developed based on the school values. These run through initiatives like the fifty Cranbourne experiences and the personal development challenges. Pupils understand about different faiths and learn how they differ to each other. They celebrate difference through their heritage day, which allows them to learn about the different backgrounds of their classmates.

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Leaders have a clear overview of the areas of strength in the school and what they want to improve further. Staff are supported with professional development, which is focused on improving how well pupils achieve. Staff are supported with their workload and know that they can ask for support and will be listened to. Governors know the school well and work alongside staff to sustain improvements. They fulfil their statutory duties.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There is variation in how the school’s pedagogical approaches are embedded. This means that some pupils do not achieve as well as they could. The school should ensure that they continue to implement their pedagogical priorities across the school so that all pupils achieve well.

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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. 8 and 9 July 2025

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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). 8 and 9 July 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 June 2024, under section 8 of the Education Act 2005

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Information about this school

 The school uses one alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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. 8 and 9 July 2025

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 The inspectors met with the headteacher, other leaders within the school and wider staff. The lead inspector also met with members of the local governing body including the chair.  The lead inspector also met with a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history and geography. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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 and open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the views of parents shared through the Ofsted online

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survey, Ofsted Parent View. They gathered the views of pupils and staff through the online pupil and staff surveys, as well as through interviews and discussions conducted throughout the inspection.  The inspectors reviewed a range of the school’s documentation, including self- evaluation reports, school improvement plans and local authority reports.

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Inspection team

Paul Grundy, lead inspector His Majesty’s Inspector

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Inspection team

Mineza Maher Ofsted Inspector 8 and 9 July 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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