Jeavons Wood Primary School

Jeavons Wood Primary School

Address: Eastgate, Great Cambourne, Cambridgeshire, CB23 6DZ Unique reference number (URN): 144537

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

There is rigour and a whole school approach to improving attendance. This begins in the early years, where staff support parents and carers and children to establish good attendance habits. Teachers share what will be happening in school tomorrow and next week so that pupils know what to look forward to and do not want to miss school. This approach is very successful. The school’s positive approach and high-quality care have resulted in attendance being consistently above the national averages. Absence has reduced significantly because leaders monitor absence closely and intervene early. This work is highly effective.

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Attendance and behaviour Strong standard

Each school day begins calmly, with well embedded and consistent routines. Pupils settle promptly. In the early years, staff help children understand and express their feelings, cooperate with others and have the courage to try new things. Throughout the school, staff share high expectations. They use consistent language to support highly positive behaviour and attitudes. They anticipate when some pupils may struggle to manage their emotions or need clearly defined tasks in order to be successful and ease frustration. This creates an extremely positive learning environment. Pupils are respectful towards each other and caring in their interactions. They know when to seek help and understand that bullying or discrimination is not tolerated. Relationships between pupils and staff are warm and respectful. Pupils speak very highly of their teachers and trust them to help resolve any concerns fairly and swiftly.

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Curriculum and teaching Strong standard

The curriculum is well sequenced and well planned. There is a strong focus on securing the early important knowledge in reading, writing and mathematics. Leaders continually evaluate the quality and impact of the curriculum. They check pupils’ progress carefully and identify where improvements and refinements are needed.

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Curriculum and teaching Strong standard

In designing the curriculum and structure of the school, leaders have considered carefully important transition points as pupils progress through the school from pre-school through to Year 6. This maximises learning time and helps pupils to move smoothly from one year group to the next. Pupils access learning at the right level. They are supported by subtle and highly effective adaptations that enable disadvantaged pupils and pupils with special educational needs and/or disabilities to succeed. Pupils speak positively about their learning. They take great pride in their work and communicate their ideas confidently.

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Curriculum and teaching Strong standard

Leaders have strengthened teachers’ subject knowledge by working with other trust schools and with the local secondary school. Their approach is based on evidence-informed practice. This results in a well-constructed and ambitious curriculum that prepares pupils very well for their next steps. Staff are equipped with the expertise they need to teach the curriculum effectively and meet pupils' needs well. Teachers present information clearly, build vocabulary systematically and prepare pupils for new learning. They check understanding frequently, enabling pupils to keep up and ensuring that effective, targeted support helps others catch up swiftly.

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Inclusion Strong standard

Leaders are ambitious for pupils, including those with special educational needs and/or disabilities. Leaders have a highly effective and systematic approach to identifying pupils' barriers and potential needs with accuracy. Pupils' academic and pastoral needs are met very well. Leaders work closely with families to understand these needs. Leaders ensure teachers have detailed knowledge of pupils' barriers and risks, and the support they need to access the curriculum successfully. Staff use this information to make precise adaptations for pupils. They anticipate misconceptions and plan effective, targeted support, such as pre- teaching vocabulary. Staff and pupils review which support is most effective, helping pupils develop independence. Pupils with special educational needs and/or disabilities learn alongside their peers while receiving tailored high-quality provision when they need it.

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Inclusion Strong standard

Leaders and staff frequently review the impact of support to refine practice. They work very effectively with external professionals, including social care, and persist in advocating for pupils. This includes finding suitable alternative provision when required. Staff know pupils very well. They consider the full range of factors affecting them, enabling leaders to act quickly and effectively. Pupil premium funding is used strategically to strengthen outcomes for disadvantaged pupils by enriching the curriculum and targeting well-designed support. Leaders train staff to make necessary adaptations and reasonable adjustments for pupils. This results in a highly skilled team that is able to meet pupils’ changing needs extremely well.

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Personal development and wellbeing Strong standard

The school values pupils’ personal development and wellbeing as highly as their academic learning. Pupils benefit from the school's coherent approach to personal, social and health education. They develop age-appropriate understanding of relationships and health education. Staff help pupils explore beliefs and values. Pupils demonstrate empathy and respect. They learn to articulate their feelings, recognise their individuality and appreciate what they share with others. The schools ‘GROW’ values provide a firm foundation upon which pupils develop an understanding of fundamental British values, including respect and tolerance.

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Personal development and wellbeing Strong standard

The well sequenced personal development programme equips pupils with the language, knowledge and skills they need to understand themselves and the world. Pupils learn how to look after their physical and mental wellbeing and how to stay safe both on- and offline. Parents and carers receive information that supports them in helping to keep their children safe at home.

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Personal development and wellbeing Strong standard

The curriculum celebrates cultural diversity and encourages pupils to be ambitious. Pupils explore different perspectives. Leaders provide a broad offer of before-, during- and after- school activities, carefully tracking pupils' participation. Pupil voice shapes many of these opportunities. Leaders target some clubs for pupils with specific needs. They ensure pupils experience real-life learning that broadens their understanding of the world and takes them beyond the school and local community. This starts with pupils in the pre-school who walk to the post office to post a letter and learn how to cross the road safely.

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Expected standard

Every pupil, including pupils with special educational needs and/or disabilities, hold meaningful roles within the school community, developing responsibility and a true sense of belonging. Leaders ensure disadvantaged pupils take full advantage of what is on offer. Older pupils describe meaningful memories and share their aspirations for the future. Pupils describe themselves as happy, creative and proud. They say their school is a place where everyone has a chance to be who they are.

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Achievement Expected standard

Leaders respond effectively to national curriculum test outcomes and adapt the school's provision when needed. Outcomes for disadvantaged pupils are improving and are close to national averages. Results for all pupils in reading, writing and mathematics are significantly above national averages at the end of key stage 2. Pupils achieve consistently above national averages in the Year 1 phonics screening check because of high-quality teaching and teachers' fidelity to the agreed phonics programme.

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Achievement Expected standard

Leaders have reviewed the mathematics curriculum to strengthen pupils’ arithmetic and multiplication tables knowledge. Staff receive skilled support to implement the renewed approach. Leaders work closely with secondary school colleagues to ensure that pupils are academically and emotionally ready for secondary school.

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Achievement Expected standard

Pupils progress appropriately through the curriculum and, over time, achieve well from their starting points. Leaders track pupils' individual achievement closely. Pupils typically remember and recall essential knowledge securely. However, in a few foundation subjects, teachers do not always address pupils' misconceptions as swiftly as they could. This hinders pupils' achievement in some subjects.

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Early years Expected standard

In the early years, staff focus on securing the initial foundations in communication and language, early reading and number. Children settle quickly because staff have established consistent and predictable routines. Staff work closely with parents and carers to ensure that every child’s start at school is happy and successful.

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Early years Expected standard

The pre-school curriculum prepares children well for the Reception class. They learn how to use the indoor and outdoor environment, take turns and sustain their concentration. Teaching is purposeful. Staff provide children with examples and opportunities to practise important skills through activities and appropriate resources.

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Early years Expected standard

Children learn to read as soon as they start the Reception Year. Staff demonstrate fidelity to the phonics scheme, and children quickly achieve success. Staff ensure that children use and apply their learning often. They use language effectively to support children’s communication and understanding. They make careful checks on children's learning and encourage children to have the confidence to try new things. Staff make adaptations to learning to enable all children, including those with additional needs, to access learning. Most progress suitably from their starting points. As children move into Year 1, staff ensure there are opportunities to revisit and rehearse important elements of the early years curriculum. This means that any gaps are addressed and essential early learning skills and knowledge are fully secured.

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Leadership and governance Expected standard

Pupils and staff are extremely positive about the changes at the school. However, some parents and carers are not yet assured, and lack confidence in leaders’ actions. Leaders recognise that there is more work to be done to improve communication with parents.

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Leadership and governance Expected standard

Leaders have a comprehensive understanding of the school’s context and make targeted, informed decisions to improve the school further. They are reflective and responsive to need and care deeply about ensuring that every pupil succeeds.

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Leadership and governance Expected standard

Leaders recognise that their greatest resource is their staff. They prioritise staff wellbeing and professional learning, investing heavily in high-quality professional development and support for staff. The impact of this training is evident in the consistent way that staff implement approaches and teach the curriculum. This extends to the quality of individualised support for pupils with special educational needs and/or disabilities and disadvantaged pupils, reflecting leaders’ highly inclusive approach. Leaders ensure clear opportunities for staff to progress in their careers while being mindful of their workload. The trust provides highly effective support and opportunities for staff to network and learn from other schools. The trust holds leaders to account. It provides skilled support and advice for school improvement priorities. This helps leaders maximise opportunities to ensure that pupils at Jeavons Wood develop academically, socially and emotionally and are well

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Leadership and governance Expected standard

prepared for the next stage in their education.

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What it's like to be a pupil at this school

Pupils at Jeavons Wood are proud of themselves and of their school. They talk confidently about their learning and clearly understand what is expected of them to improve their work. They enjoy a broad, balanced and ambitious curriculum. They like talking about the subjects they study and sharing the knowledge they acquire. There are many opportunities for pupils to contribute to making their school even better.

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What it's like to be a pupil at this school

Pupils are highly motivated. Consistent routines and expectations help them settle swiftly to learning. Relationships between staff and pupils are built on mutual trust, respect and care. Pupils report that if unkind behaviour happens, they trust staff in the school to deal with it. Classrooms are supportive environments. Staff think carefully about how to ensure that all pupils can access the curriculum through well-planned adaptations and resources. They anticipate when pupils may struggle with new learning and plan effective support accordingly. Pupils explain how the support they receive helps them learn and develop independence. Pupils in Year 6 are excited about their transition to high school. However, they also feel sad to leave. Pupils attend school regularly. They do not want to miss out on the exciting things staff tell them will be happening. All pupils have roles and responsibilities which they fulfil diligently,

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What it's like to be a pupil at this school

enabling every child to have a sense of belonging and place. Pupils learn how to manage their emotions and discuss their feelings. They develop resilience and learn how to resolve conflicts. Older pupils act as role models for younger pupils. They know and understand the school’s ‘GROW’ values and can talk confidently about how they demonstrate these and why they are important. Pupils are inclusive; they celebrate difference and what makes them unique and special, while also understanding the importance of teamwork and cooperation.

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Next steps

Leaders should continue to improve communication with parents so they can support the school fully. Leaders should use the information they gather about pupils' achievement in some foundation subjects to address gaps more swiftly.

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About this inspection

This school is part of the Cam Academy Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Claire Heald, and overseen by a board of trustees, chaired by Sue Williamson.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with the headteacher, other school leaders and staff during the inspection. The lead inspector met with the CEO and chair of the board of trustees.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses 2 alternative provisions.

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Team inspectors:

Joe Creswick, Ofsted Inspector Danny Wagstaff, Ofsted Inspector Catherine Wilson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 80% 75% Close to average

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average

2022/23 (final) 78% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 77% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 44% 46% Close to average

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national average

2022/23 (final) 42% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 60% 63% Close to average

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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 70% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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