Cambridge Primary School

Cambridge Primary School

Address: Cambridge Street, Barrow-in-Furness, Cumbria, LA13 9RP Unique reference number (URN): 150005

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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 Expected standard

Leaders emphasise the importance of attendance and punctuality. Staff greet pupils warmly and help those who arrive late to settle into class without delay. Leaders review attendance information regularly. They look at patterns and the needs of different pupil groups. This helps them to understand barriers and work together with families. This approach is improving the attendance picture over time. Persistent absence is reducing, including for disadvantaged pupils. Leaders meet with local authority attendance officers to share progress and agree next steps. Although attendance remains below national figures, leaders’ sustained work is leading to steady improvements. Improvements in attendance for disadvantaged pupils reflect the work and ambition of school leaders.

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Attendance and behaviour Expected standard

Behaviour is calm and courteous across the school. Pupils show respect for adults and each other, holding doors open and moving sensibly around the building. Generally, pupils show positive attitudes to learning. They understand class routines and settle to learning quickly. Staff know pupils well and use training to effectively support those with social, emotional and mental health needs. Bullying is rare and dealt with quickly. Staff encourage positive interactions during social times, helping pupils feel safe, included and ready to learn.

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Inclusion Expected standard

Leaders provide training for staff so they can identify pupils’ needs quickly. This includes children starting in the early years. Leaders check to ensure the support pupils receive is working. They ensure disadvantaged pupils, including those with special educational needs and/or disabilities (SEND), get the support they need. Adaptations such as adult support, vocabulary banks, pre-teaching and physical resources help pupils learn. Pupils with more complex needs use calm spaces and sensory areas. This helps them manage their emotions and supports their wellbeing. Staff support pupils effectively in lessons and social times. Pupils feel safe and ready to learn. Pupils with SEND typically access the same curriculum as their peers.

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Inclusion Expected standard

Leaders use the school's additional funding for pupils from disadvantaged backgrounds to develop language and communication. This supports pupils to learn and communicate with classmates and staff. Leaders and staff work closely with external professionals effectively. Leaders arrange specialist support in alternative schools for some pupils. These decisions are made in pupils’ best interests, and leaders actively monitor the impact of these placements. Close links with external agencies ensure effective support for pupils' learning and wellbeing. Pastoral support helps pupils overcome barriers linked to mental health and attendance.

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Personal development and wellbeing Expected standard

Leaders give priority to pupils’ personal development and wellbeing. The programme is well considered and shaped around the needs of pupils. Pupils learn how to stay safe, make healthy choices and build positive relationships. They talk clearly about fairness, respect and treating others well. Teaching helps pupils understand right and wrong and reflect on

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Needs attention

their own beliefs. Assemblies and wider curriculum trips to places of worship support pupils’ spiritual, moral, social and cultural development. Pupils learn about different cultures and faiths. The growing diversity in school enriches this further. The relationship, sex and health education curriculum is well thought out and taught in an age-appropriate way. Pupils understand online and offline risks and know which adults they can speak to if they are worried.

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Needs attention

Pastoral support is well established and makes a clear difference to pupils’ wellbeing. Staff know pupils well and respond with care. Pupils describe how adults help them manage their emotions, including through mindfulness and wellbeing approaches. They feel safe, included and confident to ask for help. Support for families helps remove barriers so that all pupils can fully take part in school life.

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Needs attention

Leaders make sure pupils have access to a wide range of opportunities that develop their confidence and interests. For example, pupils in the gardening group learn how to grow and care for crops. Activities such as this build an appreciation of nature and support pupils' wellbeing. Pupils take part in community events and organise fundraising for local charities. Clubs, sports and music-related experiences nurture pupils’ talents. Leaders monitor participation to ensure all pupils benefit. Trips, visits and visitors broaden pupils’ experiences and deepen their understanding of the wider world. Pupils typically apply what they learn and feel well prepared for the next stage of their education.

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Achievement Needs attention

Some pupils do not secure the foundational knowledge they need in writing. Gaps in handwriting skills and spelling appear across all classes and are not closing quickly enough. These weaknesses limit how well some pupils express their written ideas and build knowledge over time. While some pupils achieve well from their starting points, these gaps in writing and spelling mean that achievement is not consistent across the school.

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Achievement Needs attention

Improvements in other curriculum areas help pupils achieve more securely in reading and mathematics. They generally recall key knowledge well, and many can talk confidently about their learning. Pupils make progress in their early reading skills, with an increasing number achieving the Year 1 phonics check. In mathematics, pupils mostly recall number facts and use these to tackle new ideas. Recall and application of knowledge across the wider curriculum is improving. Disadvantaged pupils achieve in line with similar pupils nationally.

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Curriculum and teaching Needs attention

Weaknesses in the teaching of writing mean that some pupils do not secure the foundations they need in spelling and handwriting. Staff do not notice when pupils have not secured this knowledge. They do not offer consistent opportunities to practise and improve in these areas. Leaders do not have an accurate enough view of the quality of handwriting and spelling across the school. As a result, they have not taken appropriate measures to improve the writing curriculum. The teaching of reading and mathematics is usually clear and well organised. In these subjects, teachers generally explain new ideas well and model good examples. As a result, pupils are clearer about what is expected of them in these subjects. Phonics is taught well, and pupils read books that match the sounds they know. In other subjects, the curriculum has been designed well. Generally, teachers sequence lessons well so pupils revisit and

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Curriculum and teaching Needs attention

build on earlier learning. They use daily checks to ensure pupils are remembering previous learning. Staff know pupils with special educational needs and/or disabilities and any other additional needs well. They make helpful adjustments to pupils’ experiences in lessons. This reduces barriers for these pupils to help them achieve across the curriculum.

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Early years Needs attention

Leaders have not made sure the curriculum identifies the important knowledge children in the early years should learn or how this builds over time. This means activities do not always link to clear learning intentions or help children build on what they already know. Staff do not use children’s starting points precisely enough to shape learning or close gaps. Information shared with teachers in Year 1 does not give them the detail they need about children’s development. As a result, some children are not as well prepared for future learning as they should be.

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Early years Needs attention

Children in the early years settle quickly and follow well-established routines. Warm and caring relationships help them feel safe and ready to learn. Staff are skilled in identifying needs, and they provide effective support for pupils with special educational needs and/or disabilities. For the most part, staff design activities that help children develop their language and vocabulary. Children enjoy stories, songs and talk, which supports their early reading. Personal, social and emotional development is generally supported well through daily routines and positive interactions. This enables children to play and learn well together.

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Leadership and governance Needs attention

Leaders have not improved some important areas of the school’s work well enough. Work to strengthen handwriting and spelling skills, as well as the early years curriculum, has not improved these areas quickly. Because of this, gaps in children’s basic knowledge remain. Leaders’ checks and their evaluation of improvement plans have not been sharp enough in these areas.

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Leadership and governance Needs attention

Leaders understand the school’s context and the barriers many pupils face. They have used this understanding to secure improvements in key aspects of the school’s work. For example, attendance is improving for all pupils, particularly for disadvantaged pupils. The quality of education in phonics, early reading and mathematics is also starting to make a positive difference. Leaders are training subject leads to better manage their areas of the curriculum. They monitor standards and provide guidance where further improvements can be made.

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Leadership and governance Needs attention

Staff describe leaders as approachable and supportive, and they value the focus on workload and wellbeing. Training helps areas of the school’s work, with staff building expertise through trust networks, external specialists and local clusters. Governors and trust members are committed to the school and work openly with leaders. They use a range of activities to gather information and strengthen their understanding of the school. Governors meet their statutory duties, including safeguarding. They keep close checks on pupils’ welfare and how pupils from vulnerable groups are supported. This helps pupils feel that they belong. Leaders engage well with parents and the wider community. Parents and carers speak positively about the communication they receive from the school and the care offered to their children.

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

Pupils feel welcome and safe at this school. They describe it as a family, where staff know them well and greet them warmly each day. Pupils trust adults to listen and help if they have worries. They appreciate the pastoral support they receive as it helps them feel understood, calm and ready to learn. Pupils learn how to keep themselves safe, including online, near roads and water, and when using technology. They say bullying is rare and that staff deal with it quickly. Pupils from different backgrounds, including those who speak English as an additional language, feel included and valued.

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

Pupils enjoy their learning and talk confidently about what they know. They take part in lessons with positive attitudes and settle to work quickly. Many pupils achieve well from their starting points in reading and mathematics. They generally recall key knowledge and vocabulary effectively. They enjoy stories, discussions and practical activities. Pupils with special educational needs and/or disabilities learn alongside their classmates and use helpful adaptations to take part in lessons. However, some pupils do not secure the basic writing skills they need. Gaps in handwriting and spelling limit how well they express their written ideas. In the early years, activities do not always build on what children already know, so some are not as well prepared for Year 1 as they could be.

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

Pupils behave well and show respect for adults and each other. Classrooms are calm and pupils move sensibly around school. Attendance is improving because pupils enjoy coming to school and staff work closely with families. Pupils take part in a wide range of clubs, sports, music and creative activities. They enjoy responsibilities such as ‘mini-police’ and ‘eco-warriors’. These experiences help them build confidence and a connection to their school community. Pupils feel understood and valued at this school.

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Next steps

Leaders should strengthen the teaching of writing so that pupils secure accurate spelling and fluent handwriting. Leaders should refine the early years curriculum so that it is well sequenced and ensures that children are well prepared for Year 1. Leaders should evaluate the implementation and impact of improvement plans more effectively so that weaknesses are identified early and improvements are secured quickly and consistently.

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Team inspectors:

Lisa Littler, Ofsted Inspector Andrew Marlow, 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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About this inspection

The school is part of South Cumbria Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the acting chief executive officer (CEO), Steve Jefferson, and overseen by a board of trustees, chaired by John Burgess.

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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

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the board of trustees, the CEO and the local governing body, as well as representatives from the local authority and leaders of the alternative provisions.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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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 currently makes use of 2 alternative provisions, including one that is unregistered.

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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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average

2023/24 (final) 53% 61% Close to average

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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 (final) 72% 75% Close to average

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average

2023/24 (final) 79% 74% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 72% 74% Close to average

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average

2023/24 (final) 74% 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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average

2024/25 (final) 44% 47% Close to average

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average

2023/24 (final) 43% 46% 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 (final) 69% 63% 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

2024/25 (final) 63% 59% 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 (final) 63% 61% Close to average

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average

2023/24 (final) 64% 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. 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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