Cadbury Heath Primary School

Cadbury Heath Primary School

Address: Lintern Crescent, Warmley, Bristol, South Gloucestershire, BS30 8GB Unique reference number (URN): 149944

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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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Early years Strong standard

Children get off to a wonderful start in the early years. Much of its success lies in the trust's support and training for the school. Staff have embraced this support and used it to enhance their teaching. As a result, they have expert subject knowledge which they utilise throughout the provision. Staff leave nothing to chance. Leaders have meticulously designed an ambitious curriculum which carefully considers children's starting points. Staff ensure the environment is full of enriching, stimulating activities for children closely matched to the aims of the curriculum. For example, children make pizzas to develop their fine motor skills.

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Early years Strong standard

Staff forensically check what children can do and quickly address any gaps for children who have fallen behind. They support children with special educational needs and/or disabilities very well. Staff provide tailored support so that these children can thrive and learn with increasing independence. Children benefit from the frequent sharing of books which helps to develop their vocabulary. Staff engage children in high quality interactions throughout the provision. This helps to develop children's speaking and listening skills.

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Early years Strong standard

When children leave the early years, they are articulate, confident and well-rounded individuals. This prepares them very well for the demands of key stage 1.

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Achievement Expected standard

Pupils' outcomes rose considerably in 2025. Leaders and staff addressed the legacy of older pupils' underachievement head-on. They effectively tackled many of their gaps in knowledge. As a result, the number of pupils achieving the expected standard in reading, writing and mathematics at the end of key stage 2 was broadly in line with national averages. Leaders continue to address those areas where pupils have not secured knowledge as expected for their age. This is particularly the case in the wider curriculum where pupils' knowledge in some subjects is not deep.

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Achievement Expected standard

For younger pupils, whose experiences of teaching over time have been more positive, their outcomes are more consistent. Pupils secure the phonics code quickly. Results in the phonics screening check are well above national averages. Across the school, pupils generally write with accurate letter formation, punctuation and spelling. They learn their times tables well. Pupils with special educational needs and/or disabilities typically make positive progress from their starting points. Disadvantaged pupils achieve broadly in line with their peers nationally.

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Attendance and behaviour Expected standard

Pupils' attendance has been at or above national averages over a sustained period of time. This includes disadvantaged pupils and those with special educational needs and/or disabilities. This has been achieved through clear systems of securing positive attendance. Leaders regularly analyse attendance data to identify any emerging patterns. This helps leaders to quickly identify those pupils at risk of becoming persistently absent. Leaders work closely with families to ensure that the benefits of attendance are understood and valued. Through this partnership working, leaders remove any barriers that prevent pupils from attending well.

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Attendance and behaviour Expected standard

Leaders have revamped the behaviour system. They have raised expectations of how well pupils should behave and embedded clear rules and routines. Initially, some pupils struggled to adjust to these and this resulted in a rise in suspensions. However, leaders' tenacity in implementing these changes has now paid off. Pupils behave well in lessons and around the school. Lessons are calm and purposeful because pupils have positive attitudes to learning. Incidents of bullying are rare. Staff deal with any unkindness between pupils effectively. Leaders are ambitious to improve behaviour further. They rightly identify that more pupils need to show increased resilience and self-discipline in all aspects of school life.

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Curriculum and teaching Expected standard

Soon after entering the trust, leaders identified the need to improve the quality of the curriculum and the school's approach to teaching. They took quick, decisive actions to address this. Leaders have overhauled the curriculum and much of it is now well-sequenced and ambitious. However, there is still more work to do to ensure that all wider subjects reach the same quality.

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Curriculum and teaching Expected standard

Leaders provide substantial coaching and support for teachers. This focuses on providing them with clear, evidence-based approaches to implement in the classroom. As a result, teaching is effective throughout the school. Teachers now have high expectations of what pupils can do. They generally provide new learning which builds on what pupils can already do. However, sometimes teachers' intentions to be ambitious for pupils are stretched too far and they provide work for pupils that is too complex. This includes pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Teachers ensure that pupils secure the basics of English and mathematics. The teaching of phonics is a strength. Staff follow the programme’s structured approach well. The teaching of older pupils has rightly centred on pupils developing greater fluency in their reading due to historical weaknesses in its teaching. This has been successful and helped pupils to comprehend more age-appropriate texts. Teachers insist on pupils taking a pride in their work. They teach the key components of punctuation, spelling, grammar and handwriting well to help pupils apply these to extended pieces of writing.

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Inclusion Expected standard

Leaders have strengthened the provision for pupils with special educational needs and/or disabilities (SEND). Pupils are integrated fully into lessons more frequently than in the past. They learn the same curriculum as their peers. Leaders have clear systems to identify pupils with SEND early. They have provided training for staff so that they create targets for pupils which are precise and measurable. This helps pupils with SEND to typically get the right adaptations they need to learn well. Occasionally, staff provide work that is too hard for pupils and the quality of their work suffers as a result. Parental voice is central to the regular reviews of pupils' provision. This ensures that there is a shared approach to ensuring that pupils' support remains appropriate as their needs change.

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Inclusion Expected standard

Leaders make sure they share information about vulnerable pupils and their changing circumstances with staff. This includes those known (or previously known) to social care. This ensures that staff at all levels can provide extra support where necessary.

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Inclusion Expected standard

The school uses the government's additional funding for disadvantaged pupils appropriately and to positive effect in improving their academic outcomes. However, their analysis of its impact, and therefore shaping of future plans, is not always as precise as it could be.

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Leadership and governance Expected standard

Leaders bring passion, commitment and a clear sense of vision to Cadbury Heath Primary School. They, including the trust, know the school's strengths and areas to improve. Leaders have addressed weaknesses in the school at pace. They carefully prioritise the actions that will have the most impact on pupils' education. For example, they have tackled the issues around some pupils' behaviour through having well understood, rigorous systems. This means that pupils are able to learn without disruption in lessons. Leaders are realistic that they have more to do. They have started to train key staff so that leaders at all levels have a greater influence on the school's improvement journey. However, some of this work is at an earlier stage.

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Leadership and governance Expected standard

Leaders have managed change well. Staff are highly complimentary about their approach. They feel that leaders have considered their workload and wellbeing whenever decisions are made. Staff are proud to work at the school.

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Leadership and governance Expected standard

The trust worked closely with the school after it joined, providing substantial support to strengthen systems and practice. It has provided significant amounts of training for staff to develop their expertise. As systems have become embedded, the trust has adopted a lighter-touch approach to their support. Nevertheless, along with the governing body, it continues to keep a close eye on the school's performance and fulfil its statutory duties.

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Leadership and governance Expected standard

The vast majority of parents and carers speak positively about the school. They recognise the improvements that leaders have made and value the school’s positive direction of travel. Parents particularly appreciate leaders’ accessibility, the positive relationships they have built, and the quality of their communication.

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Personal development and wellbeing Expected standard

Leaders have designed an appropriate personal development programme. They continue to make changes to ensure that it develops pupils' character. Leaders have improved the personal, social and health education (PHSE) curriculum so that it is more relevant to the school's context. For example, pupils now learn more about financial literacy. Typically, pupils recall some of the PSHE content well. They know how to stay safe online, as well as in the locality. Older pupils understand the dangers of tobacco and alcohol. Nevertheless, pupils' learning across a few topics is not as deep as leaders intend. This reflects some historical inconsistencies in teaching. Leaders use assemblies to discuss moral and world issues. This supports pupils to become empathetic citizens. Leaders also use these times to develop pupils' understanding of fundamental British values. Pupils understand both the concept and importance of

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Personal development and wellbeing Expected standard

democracy. They have an awareness of different faiths and cultures. Pupils appreciate and understand the diverse community that exists within the locality. As a result, they are generally well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities are supported to experience all that the school offers. This includes the full range of clubs that pupils participate in. These allow pupils to explore their talents and interests across the arts, music and sport. Pupils experience the thrill of performing to an audience through events such as a ukulele concert or the Christmas nativity. This develops their self- confidence.

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Personal development and wellbeing Expected standard

Pupils get timely pastoral support when they need it. Staff, including senior leaders, are on hand to help pupils if they have any worries. This helps to develop an open culture where leaders understand pupils' emotional needs well.

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

Pupils enjoy attending a school that has improved across many areas of its work in recent times. Older pupils reflect positively on the changes made by leaders. They explain articulately how the school has changed for the better, particularly with behaviour. Pupils conduct themselves well. There is a calm atmosphere in lessons and during social times. Pupils to feel pride and a sense of belonging to Cadbury Heath. As a result, they attend well. Pupils feel safe because they know they have adults they can turn to if they have any concerns. Relationships throughout the school are warm and trusting. Staff deal with any incidents of bullying or fall outs between pupils effectively.

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

Leaders have raised expectations of what pupils should learn and how hard they should work. Pupils have risen to this. This includes those with special educational needs and/or disabilities who generally receive the adjustments they need to be successful in their learning. Pupils on the whole learn well, particularly in English and mathematics. Consequently, increasing numbers of pupils are well prepared for secondary school. Staff in the early years welcome children who come from a range of different settings. They help them to not only settle into school life, but to flourish in the provision.

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

Pupils benefit from a wide range of trips. Staff carefully plan these so that they align closely to their learning in the classroom. For example, pupils visit Normandy to deepen their knowledge of World War II. Pupils take part in a 'mini-police' project which helps them to understand the rule of law. They take on leadership roles, such as librarians and play leaders. This gives pupils a sense of responsibility and fosters a culture of collaboration. Leaders ensure that pupils, regardless of their background or need, play a full part in school life.

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Team inspectors:

Carl Thornton, Ofsted Inspector Chris Hansen, Ofsted Inspector

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Next steps

Leaders should ensure that the curriculum in some of the wider subjects is ambitious and of a consistently high quality so that pupils develop detailed knowledge and skills across subjects. Leaders should ensure that the curriculum is taught consistently well so that pupils, including those with special educational needs and/or disabilities, have tasks precisely matched to what they already know and can do. Leaders should further develop pupils’ behaviour so that they show self-discipline, resilience and dedication to their learning across all aspects of school life.

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About this inspection

This school is part of The Leaf 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), Ross Newman, and overseen by a board of trustees, chaired by Margaret Simmons-Bird.

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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 (HMI) 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, the CEO, the chair of the trust, the chair of the local governing body, staff, pupils, and parents and carers during the inspection.

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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 joined The Leaf Trust in 2023. The predecessor school was last inspected in 2020 where it was graded as requires improvement for overall effectiveness.

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About this inspection

The headteacher took up his post in 2024.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

There is a before- and after-school club for pupils who attend the school.

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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. National average: 26.3%

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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

2024/25 (final) 57% 62% 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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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

2024/25 (final) 73% 72% Close to average

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average

2023/24 (final) 70% 72% 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

2024/25 (final) 70% 74% 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

2023/24 (final) 40% 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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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) 70% 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

2023/24 (final) 50% 59% Close to average

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average

2022/23 59% ‘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

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% 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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national average

2024/25 (3 term) 11.2% 13.0% Close to average

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national average

2023/24 (3 term) 11.3% 14.6% Close to average

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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

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