Cummersdale School

Cummersdale School

Address: Cummersdale, Carlisle, Cumbria, CA2 6BD Unique reference number (URN): 112107

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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

Leaders have established a culture where regular attendance at school is the norm. They carefully check pupils’ attendance rates and successfully reduce the barriers that hinder regular attendance. These strategies are highly effective for all pupils. Very few pupils are absent from school. When they are, this is typically due to medical reasons or unauthorised holidays in term time. Attendance rates are consistently above national averages.

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Attendance and behaviour Strong standard

Pupils behave very well. They play harmoniously together. Pupils respect the school rules and routines and live up to the high expectations set by staff. They are polite and courteous to each other and to staff. There is a well-established culture of positive behaviour that new pupils quickly embrace upon joining the school. Pupils demonstrate high levels of self- discipline and value the time they spend with their friends. On the very rare occasions when they have disagreements, including any incidents of bullying, they are resolved amicably and quickly. Pupils are dedicated to their learning. They focus on the tasks that are set because they are interesting.

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Personal development and wellbeing Strong standard

Pupils benefit from a thoughtfully designed programme that fosters pupils’ personal development very well. This sits at the heart of pupils’ learning. The comprehensive personal, social, health and economic education curriculum ensures that pupils learn about how to keep safe and healthy, including online safety and healthy relationships. Leaders enhance this curriculum to address current or community issues as they arise, such as workshops about vaping. Leaders organise regular opportunities to promote pupils’ wellbeing, including yoga sessions. Pupils are taught how to manage their own emotions and to seek help when needed. Activities are carefully adapted by staff so that pupils with special educational needs and/or disabilities, as well as disadvantaged pupils, can understand these important life skills.

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Personal development and wellbeing Strong standard

Pupils are well prepared to make a positive contribution to life in modern Britain. They respect diversity and can explain how different cultures and religious groups can live well together. They have a secure understanding of fundamental British values. Pupils are confident, independent and well prepared for the challenges they may face.

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Personal development and wellbeing Strong standard

Leaders organise a wide range of opportunities to enrich pupils' experiences and education. These include museum and art gallery visits, as well as trips to a large city and a small seaside town.

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Personal development and wellbeing Strong standard

Extra-curricular opportunities often target specific children, such as disadvantaged pupils, or are organised at the request of pupils, such as the basketball club. Experiences include cooking, musical theatre and pickleball.

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Personal development and wellbeing Strong standard

Pupils make a positive contribution to the life of the school and the wider community. They enjoy planting trees and taking part in regular litter picks. Older pupils enjoy leadership roles, such as serving on the school council, being buddies for younger pupils and being

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Expected standard

house captains. Pupils encourage each other to become more active, for example, by participating in the ‘Feet First 5-Day Active Travel Challenge’.

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Expected standard

Leaders provide highly effective pastoral support when pupils need it. This includes using external specialists when required. Pupils value the trusted adults in school.

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Achievement Expected standard

Generally, pupils gain the basic skills and knowledge that they need to learn successfully. They talk confidently because of the high-quality interactions that they have with staff. Phonics is taught consistently well. Pupils become fluent readers. They quickly build confidence in using their knowledge of mathematics. This is shown in their books. In contrast, some children in the early years and pupils in key stage 1 do not develop their handwriting skills as well. Some do not develop a fluent written style. This sometimes limits them from communicating their ideas clearly in English and other curriculum subjects. However, older pupils catch up on these skills and produce high-quality written work in most subjects.

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Achievement Expected standard

Typically, all pupils, including disadvantaged pupils, achieve well. Pupils with special educational needs and/or disabilities achieve well. On the whole, pupils are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that prioritises communication and basic skills in reading, writing and mathematics. Pupils successfully apply these skills across subjects. However, there are some inconsistencies in how staff teach basic writing skills. Some staff do not address poor letter formation or incorrect punctuation in written work. The curriculum is organised so that pupils can build on what they know. Teachers focus on subject vocabulary and the important knowledge that pupils need to remember to achieve well.

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Curriculum and teaching Expected standard

Typically, teachers have the skills and knowledge to teach subjects confidently. Staff make changes to activities so that they meet pupils’ needs. They provide additional support when needed. Staff personalise learning so that pupils with special educational needs and/or disabilities learn what they need most. Where leaders identify gaps in pupils’ knowledge, they put support in place.

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Early years Expected standard

Leaders prioritise a positive start for children who join the school in the Reception Year. Staff are well trained so they can engage in purposeful interactions with children about their learning. They focus on speaking and listening skills. This helps children to speak with confidence and use vocabulary accurately. The curriculum is well structured so that children can build their knowledge across all areas of learning. Phonics is taught well, and staff use high-quality texts that foster a love of reading. They organise a highly engaging and purposeful learning environment that excites the children. Children enjoy making 'potions' in the mud kitchen and discussing their ingredients. They build houses in the construction area, carefully measuring and solving problems. Children are inquisitive and enjoy their learning. Typically, children leave the Reception Year with the skills that they need to succeed in Year 1.

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Early years Expected standard

Leaders meet their statutory duties for the early years, including care and welfare. The wellbeing of children is prioritised. Leaders foster partnerships with parents and carers from the start. Staff focus on children’s personal development so that children can manage their own needs with increasing independence. Children know how to keep safe and healthy for their age. They play well together, sharing toys, being polite and helping others.

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Inclusion Expected standard

Leaders accurately identify the social and academic needs of individual pupils when they join the school. Staff receive training so that they have the knowledge they need to provide the right help at the right time. This includes making changes to teaching activities so that all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, can experience success in their learning.

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Inclusion Expected standard

Leaders use additional funding well to reduce some of the barriers that disadvantaged pupils may face. They provide support with learning and make sure that these pupils are given the same opportunities as everyone else.

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Inclusion Expected standard

Leaders carefully arrange individual learning plans for pupils with SEND. This is so that they get the help that they need to reduce barriers to their learning. Leaders carefully review the plans and adjust them when needed. This helps these pupils to make progress towards their individual goals.

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Inclusion Expected standard

Leaders work closely with external agencies to support pupils well. Pupils develop a sense of belonging at the school. Pupils known, or previously known, to social care are supported well.

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Inclusion Expected standard

Leaders provide effective emotional support when pupils need it. They foster pupils’ positive wellbeing by teaching them how to manage their own emotions and feelings.

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Leadership and governance Expected standard

Leaders and governors understand the context of the school and the community that it serves. They generally use this information to understand what the school does well and what needs to improve. For example, the recent focus on phonics means that more pupils read with fluency and confidence. However, some of leaders’ systems to check on the effectiveness of the school’s work are not as well developed as they could be.

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Leadership and governance Expected standard

Governors have a clear vision for the school. They carry out their statutory duties effectively. They act upon the training that they have received. Typically, they provide appropriate support and challenge to school leaders. Governors oversee how resources are used to benefit the pupils. This includes the pupil premium funding for disadvantaged pupils.

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Leadership and governance Expected standard

Governors and leaders consider staff’s workload and wellbeing. Staff are proud to work at the school, and they work collaboratively to support each other well. They value the opportunities for professional development, which help them to meet the needs of all pupils. This includes those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

On the whole, leaders have positive relationships with parents and carers. Parents value the education that their children receive at the school. They appreciate the care that staff give to individual pupils. This helps them to grow in confidence and flourish.

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

Pupils are proud to attend this happy school. They know that they belong, are well cared for and safe. They trust staff because of the positive relationships that they have with them. Consistent and well-established rules and routines create a calm and purposeful learning environment.

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

Pupils enjoy their social times and play well together. They are courteous and well mannered. Older pupils are positive role models for their younger peers. On the very rare occasion that bullying occurs, staff deal with it swiftly. Pupils understand the behaviour systems in place and the high expectations set by staff. Pupils respect the rules and value the rewards that they receive.

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

Pupils engage well with their learning. They find it interesting and want to do well. Older pupils take pride in their work. Typically, pupils are supported to achieve well. They are ready for the next stage in their learning. This is because of the adaptations teachers make in lessons to meet pupils' additional needs. This includes those with special educational needs and/or disabilities and disadvantaged pupils.

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

Children in the early years settle quickly and feel safe and happy in school. From their first days, they build warm relationships with staff and older pupils. Pupils of all ages look out for one another, creating a genuine sense of community.

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

Most pupils attend school regularly. They participate enthusiastically in the enrichment activities organised by leaders. These include residential visits, where pupils develop independence. Pupils enjoy trips to a farm and theatre visits. They relish the sporting activities available to them, such as skiing and bouldering, and they are proud to represent the school. They also enjoy learning new skills, such as curling and chess.

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Next steps

Leaders should continue to improve pupils’ basic writing and handwriting skills so that they can write with greater fluency and confidence.

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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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105

Well below average Leaders should ensure that all foundation subjects are taught consistently well so that pupils learn the curriculum in sufficient depth. Leaders and governors should continue to develop their systems to check the school’s work so that they can take more timely action to improve pupils’ achievement.

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About this inspection

The chair of the board of governors in this school is Flo Bell.

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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, other leaders and staff. The lead inspector spoke with members of the governing body and a representative of the local authority.

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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 uses no alternative provision.

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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 (final) 73% 75% 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

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 67% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% Close to average

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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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