Cranmore Infant School

Cranmore Infant School

Address: Northland Road, Shirley, Solihull, West Midlands, B90 4SA Unique reference number (URN): 104042

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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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Achievement Expected standard

Pupils generally achieve well in early writing and mathematics. Pupils use early mathematical language confidently and complete age-appropriate calculations. Most pupils read fluently, decode accurately and spell taught words confidently. Pupils that perform below expectations in the early years, particularly in reading and phonics, catch up quickly. Their handwriting is generally of age-appropriate standards. In the Year 1 phonics screening check, pupils’ outcomes are above the national average for the past few years.

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Achievement Expected standard

Disadvantaged pupils typically achieve in line with age-related expectations. Pupils with special educational needs and/or disabilities make steady progress from their starting points.

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Achievement Expected standard

Pupils generally achieve well throughout the core curriculum. At times, the quality of work some pupils produce in the wider curriculum is less consistent than in English and mathematics. On the whole, pupils have secure knowledge of fundamental learning across subjects. Pupils are typically well prepared to move on to junior school.

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Attendance and behaviour Expected standard

Attendance is improving, and headline figures are approaching national figures for most pupils. Leaders make pupils’ attendance and punctuality a high priority. Leaders broadly analyse the attendance of individual pupils on a weekly basis. They use this information to monitor attendance regularly. A small minority of pupils do not attend often enough, including some pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders are aware of this and have put in place plans to improve attendance. They are taking appropriate action so that persistently absent and severely absent pupils’ attendance improves. Typically, this action is having an impact.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders have created a calm environment, where pupils feel safe and supported throughout the day. In lessons, the vast majority of pupils are attentive to their teachers. Lessons run smoothly because staff use clear and consistent routines that help pupils to focus and feel secure. Pupils are eager to learn. Very happy pupils play cooperatively at breaktime. They enjoy making use of quiet outdoor areas to draw or talk. Pupils feel safe and say that bullying does not happen. They typically know the school values and clearly understand the concepts behind them, such as honesty and bravery. This means all pupils, including those with special educational needs and/or disabilities, behave well.

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Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that reflects the school’s context and priorities. Leaders focus on the knowledge and skills pupils need to develop in each of the subject areas. Leaders understand the strengths and weaknesses in teaching and take suitable action. This means pupils learn well. In early years and key stage 1, foundational knowledge is taught effectively through consistent approaches to reading, writing and mathematics. For example, many pupils spell competently. Pupils have the opportunity to rehearse and practise important number facts, which helps them with their mathematics work. Leaders ensure that reading is a priority across the school. Pupils benefit from the phonics programme, which is delivered with fidelity. Pupils read books that are well matched to their ability. Phonics is taught systematically, and pupils who fall behind usually catch up quickly. Pupils progress well.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and use assessment to shape their teaching. Teachers typically provide clear explanations of curriculum content. Staff generally adapt lessons appropriately for those with special educational needs and/or disabilities, disadvantaged pupils and those with other vulnerabilities. Their needs are accounted for. Leaders provide appropriate professional development that supports staff to deliver the curriculum effectively.

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Early years Expected standard

Children in the early years receive a positive and nurturing start to their education. Children thrive in a language-rich and emotionally secure early years environment. High-quality staff interactions are consistently purposeful and extend children’s vocabulary effectively. Staff proactively seek out children, who engage less readily, to engage them in conversation. They make the most of every opportunity to promote communication and language. Children behave well and eagerly talk about their learning.

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Early years Expected standard

The curriculum is ambitious, well sequenced and tailored to children’s needs. Leaders ensure that communication and language is at its centre. It has been designed carefully and deliberately. Phonics is taught well and helps children learn their letter sounds and develop a positive view of reading.

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Early years Expected standard

Provision for 2- and 3-year-olds is effective, supporting children to progress well within the curriculum. Children develop vocabulary and oracy inside a provision that enables them to thrive. They develop a sense of maturity from seeing older peers, for example, in the lunch hall.

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Early years Expected standard

Children are happy and consistently engaged because there are clear systems and routines that mean children thrive. Children are ready for the next stage in their learning.

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Inclusion Expected standard

Leaders understand the individual needs of pupils with special educational needs and/or disabilities (SEND). Leaders identify pupils’ needs swiftly and accurately, including those who are disadvantaged, are known to social care or face other barriers. Leaders have suitably high expectations for pupils facing additional barriers. Leaders increasingly monitor pupils’ progress and typically use evidence to evaluate the impact of interventions. Pupils’ targets are reviewed regularly. As a result, most pupils with gaps in their learning make steady progress.

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Inclusion Expected standard

Regular training helps teachers to understand how to make suitable adaptations to learning. This means that pupils with SEND learn alongside their peers. Staff adapt provision effectively. Leaders have established the ‘sunshine room’ support for pupils with SEND effectively. As a result, the pupils are able to access suitable learning, have their needs met and progress from their starting points. Parents and carers are typically involved in reviews, so that they understand the support their child receives.

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Inclusion Expected standard

Leaders work in partnership with external agencies to ensure that the needs of pupils with SEND are well met. Leaders have a clear intent and overall aim for their pupil premium strategy. It is fit for purpose and accurately outlines the barriers that the school’s disadvantaged pupils face.

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Leadership and governance Expected standard

Leaders have set a clear vision for the school based on the 'Cranmore Values'. Leaders know the school and pupils very well and take appropriate actions to improve it. They are generally well supported by their governors. Leaders have established a caring and safe environment. Leaders rightly care about children and are working in the best interests of children. Staff know the community they serve well. Parents are justifiably supportive of the school.

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Leadership and governance Expected standard

Leaders generally monitor and oversee the quality of the school. They typically use data to support their decision-making. Sometimes, leaders could be more strategic in their choices and use of this data. Middle leaders are effective and diligent in carrying out their duties and do so with growing confidence.

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Leadership and governance Expected standard

Governors ask purposeful questions to scrutinise leaders’ work. For example, they check the use of additional funding. Their oversight has appropriately supported leaders’ work. Governors are aware of, and dispense, their statutory duties effectively.

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Leadership and governance Expected standard

Leaders have ensured that staff have had the necessary support to improve how pupils learn. Staff value the professional learning on offer. Leaders utilise external advice and guidance, when considering key areas of the school's provision.

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Personal development and wellbeing Expected standard

Leaders have developed a coherent personal development programme that supports pupils' wider development. Leaders track participation to make the programme available to all pupils, including those with special educational needs and/or disabilities, disadvantaged pupils or other vulnerabilities. Pastoral support contributes positively to pupils' wellbeing.

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Personal development and wellbeing Expected standard

Pupils say they are happy at school and describe others as kind. They say it is acceptable to be different and that people are treated equally. Pupils explore the Cranmore values, such as kindness and honesty. Pupils understand right and wrong and discuss concepts, such as being ‘a good friend’. This means pupils learn to behave appropriately in social contexts and reduce discrimination. Typically, pupils develop a secure and age-appropriate understanding of these important topics.

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Personal development and wellbeing Expected standard

Pupils learn about their bodies, privacy and safety through age-appropriate relationships and sex education and health education. Pupils are taught effectively and sensitively about positive relationships and health education. Pupils learn content about internet safety regularly and often, as the school recognises how important this knowledge is in the modern world. As a result, pupils, including those who are disadvantaged, display secure knowledge of both how to behave online and how to react if they ever feel unsafe.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of experiences to broaden pupils’ interests. The school also offers a suitable range of clubs, including gymnastics, gardening, drama and choir. These opportunities help pupils to develop interests and talents effectively. They take part in the local community.

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Personal development and wellbeing Expected standard

Leaders’ actions support pupils’ personal development and wellbeing effectively. They make sure that staff are trained effectively. Staff provide appropriate and timely pastoral support. Pupils are appropriately supported by transition work. They are generally ready for the next stage of education and progress to junior school successfully.

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

Pupils enjoy coming to Cranmore Infant School. They describe it as a happy, kind and safe place to learn. Pupils confidently discuss their enjoyment of learning. Pupils know what is expected of them as routines are clear and consistent. They behave very well in lessons and play happily together at playtimes. Pupils do not worry about bullying. They are confident that any issues they might have will be resolved quickly by staff. Pupils live out the school values of kindness, enthusiasm and honesty, taking care of one another.

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

Pupils generally achieve well. They engage positively in lessons, and they are attentive to their teachers. Children in Nursery and Reception Years build secure foundations in their learning and development, including early reading, writing and numbers. Typically, staff adapt their teaching to meet pupils’ individual needs well. Where pupils have gaps in their learning, leaders act to improve provision and offer appropriate support. This aids pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, to learn successfully and make suitable progress from their starting points.

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

Pupils know that it is important to attend school regularly. Pupils’ attendance is improving. Most children now attend well, and overall attendance is near to the national average. A small minority of pupils are severely or persistently absent. Leaders are aware of this and are taking suitable action to support these pupils and their families.

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

Pupils appreciate the activities on offer to them to develop their interests and talents, such as gymnastics, drama or gardening club. Older pupils speak eagerly of their recent visit to a local adventure centre and flying down a zip wire. Overall, pupils are well prepared for their next steps in life as they move forward to junior school.

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Next steps

Leaders should more closely analyse the performance of different vulnerable groups of pupils so they can more precisely monitor and act on priorities to improve.

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Team inspectors:

Dawn White, Ofsted Inspector Lisa Buffery, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Leaders should continue to check carefully that their attendance strategy is having the intended impact to raise pupils’ attendance rates, particularly those who are disadvantaged. Leaders should build on their current work to ensure that expectations of children’s writing in core subjects are maintained across the wider curriculum.

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About this inspection

The chair of the board of governors in this school is Natalie Steele.

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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 school leaders during the inspection. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils and staff to gather information about school life.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record, took account of the views of leaders, staff and pupils, and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Rebecca Ward The inspector(s) used this data during the full inspection on 9 June 2026

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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 6 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 needs support 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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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) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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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national average

2024/25 (3 term) 9.8% 13.0% Close to average

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national average

2023/24 (3 term) 14.3% 14.6% Close to average

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national average

2022/23 (3 term) 19.5% 16.2% 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. 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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