Cradley CofE Primary School

Cradley CofE Primary School

Address: Cradley, Malvern, Worcestershire, WR13 5NG Unique reference number (URN): 116874

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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

Leaders have high expectations for pupils. In the early years, children learn and remember important knowledge effectively. They are well prepared to move into Year 1. Pupils learn to read quickly. As a result, outcomes in the phonics screening check are in line with national averages. Across the school, pupils generally learn their times tables well. Pupils are keen to share their learning. For example, younger pupils confidently shared their knowledge of the key geographical features in their local area.

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Achievement Expected standard

By the end of Year 6, pupils’ key knowledge and skills are typically well developed. Most pupils make secure progress from their starting points. This includes those who face barriers to learning. Pupils’ books show this. As a result, outcomes are broadly in line with or above average in reading, writing and mathematics. Disadvantaged pupils achieve broadly in line with their peers. Pupils with special educational needs and/or disabilities typically make positive progress from their starting points.

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Attendance and behaviour Expected standard

Leaders have created an effective culture, which promotes regular attendance and punctuality. All staff play a role in supporting this. They greet pupils and parents warmly each morning. This helps pupils to feel welcomed, valued and ready to learn. Pupils enjoy school and want to attend. Leaders' strong focus on attendance helps pupils and their families understand the importance of regular attendance and the impact that absence can have on learning. Where attendance is low, leaders work well with families to remove barriers that may exist. As a result, absence for most pupils is in line with or above national averages.

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Attendance and behaviour Expected standard

Relationships across school are positive and respectful. From the moment children join school, staff teach them to be kind and thoughtful to others. Pupils typically behave well and show positive attitudes in lessons. They are eager to share ideas with their classmates. As a result, learning generally moves forward without interruption. Pupils have very few concerns about the behaviour of their peers. They understand that bullying can occur. They are confident that staff will deal with any incidents quickly and effectively. Pupils understand the importance of treating others fairly. They appreciate the inclusive culture that leaders and staff have created for them.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have designed an ambitious and well-sequenced curriculum. It supports pupils to build their knowledge through clear themes and subject- specific vocabulary. Leaders have an appropriate understanding of how well the curriculum is taught. They use this knowledge to provide professional development that strengthens teaching.

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Curriculum and teaching Expected standard

Many children join the nursery with gaps in their early learning. Leaders prioritise the development of language, vocabulary, phonics and early writing skills. The teaching of phonics and early reading is effective and has a positive impact. Most children make positive progress from their starting points.

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Curriculum and teaching Expected standard

Across the school, pupils generally build their knowledge and skills well. Teachers make regular checks to identify what pupils know and can remember. This helps them to identify misconceptions and adapt learning appropriately. However, letter formation and handwriting are not taught consistently well enough. Staff do not address errors in handwriting and punctuation with sufficient precision. As a result, some pupils repeat these mistakes and they do not develop the fluency and accuracy that in writing that they should.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged are generally well supported. They access the same curriculum as their classmates, assisted by a range of appropriate adaptations to learning.

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Early years Expected standard

Children in the early years arrive happily and settle quickly each morning. They respond well to the warm welcome they receive from trusted adults. Effective routines help children to develop confidence, independence and positive attitudes to learning. Care practices are well considered and support children's welfare. As a result, children are well supported to feel safe and enjoy their learning. The school establishes positive relationships with families. This ensures parents and carers are fully involved in their children's journey through early years.

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Early years Expected standard

The curriculum is designed to meet children’s needs from the moment they start in nursery. There is a strong focus on developing the early basic skills that children need to be successful. Staff constantly engage children in high-quality interactions. These support the development of vocabulary and language. The indoor and outdoor areas are used well. They give children the opportunities they need to develop key knowledge and skills. Children typically achieve in line with national expectations. They are well prepared to move into key stage 1.

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Early years Expected standard

Leaders work across the nursery and Reception to promote collaboration between staff. However, opportunities to strengthen this joint working further have not yet been fully realised. As a result, some aspects of provision are not as closely aligned as they could be to ensure that children benefit fully from the school's early years offer.

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Inclusion Expected standard

Leaders have high expectations for all vulnerable pupils. The school's inclusive practise ensures that pupils' needs are promptly and accurately identified. This helps staff to put appropriate support in place quickly, when they enter the school. Leaders check regularly on pupils to make sure that they receive the support they need. Where necessary, they actively seek and apply external specialist advice.

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Inclusion Expected standard

Leaders and staff show a secure and informed understanding of individual pupils and their needs. This allows them to respond proactively and adjust provision when required. Parental voice is central to this and makes sure there is a shared approach to support for pupils. It also helps to ensure that provision remains suitable as pupils' needs change. Staff make good use of the training they have received to adapt lessons and activities. Pupils are therefore typically well supported in lessons with strategies that help their learning, behaviour and wellbeing. This support helps them to become better prepared for the next stage of their education.

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Inclusion Expected standard

Leaders make appropriate use of pupil premium funding. They identify the key barriers faced by disadvantaged pupils. As a result, disadvantaged pupils are better able to access learning, participate in wider school life and achieve well from their staring points.

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Leadership and governance Expected standard

Since the previous inspection, the school has improved significantly across many areas, most notably in the quality of the curriculum and teaching. Leaders have effectively used external advice. They have worked with a range of partners to support the school's key priorities. These partners include the local authority and the diocese.

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Leadership and governance Expected standard

Leaders understand the school's strengths and their areas for development. Any decisions they make are firmly rooted in pupils’ best interests. Leaders understand the barriers that many pupils face. They respond thoughtfully to these challenges.

p.4

Leadership and governance Expected standard

Staff value the professional development opportunities they receive. For example, work with the English hub has strengthened the teaching of phonics. This has improved staff confidence and subject knowledge. Staff appreciate the consideration given to their workload and wellbeing.

p.4

Leadership and governance Expected standard

Governors are committed and work well with leaders to bring about improvement. They understand the context of the school and the challenges that pupils face. They fulfil their statutory responsibilities effectively, including those relating to safeguarding. Over the past year, they have strengthened their strategic oversight. However, their work to provide consistent support and challenge across all areas of the school's work, particularly in early years, is not fully developed.

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Leadership and governance Expected standard

Leaders continue to work positively with families. They ensure that parents and carers feel informed and involved in school life. This has been supported by their newly created parent forum. This helps parents understand any changes in the school and the plans governors and leaders have for it.

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Personal development and wellbeing Expected standard

Leaders have developed a broad and well-planned personal development curriculum. The curriculum focuses on diversity, cultural understanding and acceptance. It helps pupils grow into kind and confident citizens, who respect the differences of others. For example, pupils discuss the differences and similarities between religious cultures and beliefs thoughtfully and demonstrate respect for viewpoints that may differ from their own.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe both online and outside of school. They understand potential risks and how to manage them effectively. Pupils develop an age- appropriate understanding of relationships, health and wellbeing. This includes how their bodies change as they grow older. While most pupils have some knowledge of fundamental British values, this is not yet fully understood by all. As a result, while pupils know they are important, they are not yet able to discuss them in detail.

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Personal development and wellbeing Expected standard

Pastoral support is effective. It helps pupils who may experience barriers to their wellbeing. Strong relationships between staff and pupils underpin this nurturing culture. Pupils benefit from these relationships. As a result, they are confident in seeking help when they need it.

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Personal development and wellbeing Expected standard

Leaders provide trips, clubs and experiences that enrich pupils’ life at school. For example, every pupil can learn to play a musical instrument. These opportunities help pupils to build social skills and nurture talents and interests. Leaders track participation carefully to ensure that all pupils benefit from these opportunities. Where barriers exist, leaders work effectively with families to provide support. Consequently, all pupils can access the full range of opportunities available.

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Personal development and wellbeing Expected standard

Pupil leadership is meaningful. For example, the school council works alongside leaders to identify charities that the school will support and they chose to install netball posts to improve social times. Digital leaders run an electronic devices club for pupils, demonstrating initiative and independence.

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

Pupils are at the centre of this caring school. They are happy, safe and feel a strong sense of belonging. Pupils, parents and carers value the school's distinctive ethos and the way it shapes everyday experiences. Staff greet pupils warmly, from the moment they start school. Pupils are supported by an inclusive environment where everyone is encouraged to succeed. Bullying is rare. Pupils are confident that any issues are dealt with quickly and effectively. They know that staff will help them if they have worries.

p.5

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

Pupils enjoy their learning and typically work well. The school identifies any barriers pupils may face with learning and wellbeing. Pupils receive the support they need to overcome these challenges and make progress from their starting points. Pupils speak positively of the different ways teachers help them. They are helped by the school’s positive relationships with their families to help them thrive.

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

Pupils typically behave well. They show respect towards one another and to all the adults in school. They make lasting friendships, play together well and use equipment responsibly. Pupils have high standards of behaviour and conduct and demonstrate these consistently. Pupils attend well and enjoy coming to school. Their families recognise the importance of regular attendance.

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

Children in the early years get off to a positive start. They learn and play in an engaging, well-structured environment. They develop their confidence, social skills and language effectively.

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

Pupils access a wide range of opportunities beyond the classroom. These help them to develop confidence, teamwork and social skills. All pupils take part, regardless of their circumstances. Pupils are keen to take on leadership roles to help make the school a special place. They take their roles very seriously. For example, they made sure that the school included netball posts in the playground. Pupils also raise funds for charities because they want to help others.

p.5

Next steps

Leaders should further strengthen the strategic leadership and governance within school, particularly with a focus on early years, to ensure that challenge and support is sufficiently robust to secure and sustain effective long-term outcomes. Leaders should strengthen the consistency of handwriting, letter formation and writing fluency across the school so that pupils can demonstrate their fluency in writing in all subjects. Leaders should continue to refine the support for pupils with social, emotional and mental health needs, to enable all pupils to consistently achieve age-appropriate outcomes. Leaders should deepen pupils’ understanding of British values so that pupils have a secure understanding and can apply this knowledge with confidence.

p.6

About this inspection

The chair of the board of governors in this school is Sarah Jackson.

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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, the interim deputy headteacher, the school business manager, the special educational needs coordinator, parents and carers, pupils, governors, including the chair of the board of governors, and representatives from the local authority and the diocese during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Hereford. Its last section 48 inspection was on 5 July 2024.

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About this inspection

The school also runs an on-site nursery.

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About this inspection

At the time of the inspection, there were 73 pupils on roll.

p.6

About this inspection

The school does not use any alternative provision.

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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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

p.7

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.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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

2024/25 (final) 50% 61% Close to average

p.12

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.

p.13

gap

‘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.

p.14

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) 5.7% 5.2% Close to average

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national average

2022/23 (3 term) 5.7% 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) 11.5% 13.0% Close to average

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national average

2022/23 (3 term) 15.0% 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.

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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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Urgent improvement

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