Cromwell Academy

Highlights from Latest Inspection

What is it like to attend this school?

Cromwell Primary is a friendly school where everyone is welcomed and valued.

Pupils come from many different ethnic backgrounds. They talk openly about their differences, helping pupils to learn from and about each other. Pupils enjoy learning in a calm and purposeful atmosphere.

Pupils who spoke to us said that they feel that they would not change anything about the school, as they are very happy with it.

The 'Cromwell Way' is threaded throughout all aspects of school life. Pupils readily recall the five 'Rs': respect, responsibility, reflect, resilience and relationships.

They understand what each word means for their learning and their behaviour. ...Pupils behave well. They concentrate during lessons and listen carefully.

Staff have high expectations of what pupils can achieve. Pupils respond well to this challenge. Pupils are keen to learn and take pride in what they do.

Pupils told us that bullying is rare in their school. If they had any concerns, they would talk to adults who will quickly resolve any problems. Pupils enjoy positive relationships with one another, helping to forge a strong sense of community and belonging.

What does the school do well and what does it need to do better?

Leaders and staff have worked hard to improve the school. Working together, they have carefully considered what pupils need to know and how the curriculum is taught.

A well-planned and ambitious curriculum is now in place.

Subject leaders benefit from the support of other subject specialists within the multi-academy trust. This has helped subject leaders to identify the key knowledge pupils need to know. Pupils are encouraged to make choices about their learning through reflection and discussion.

For example, in religious education older pupils debate big questions about the meaning of life and use their knowledge of different religions to inform their own views and opinions.

Where teachers have had longer to implement new subject plans, leaders have a secure understanding of the impact on pupils' learning. In mathematics, for example, teachers ensure that pupils use their knowledge successfully and apply what they know to solving different problems.

However, a few subject plans have only recently been introduced. Leaders have not yet had sufficient time to check how well teachers deliver their plans in these subjects.

Leaders are determined that pupils become fluent and confident readers by the time they leave the school.

Phonics teaching starts as soon as children join the Reception class. They learn their sounds systematically. The books they read are carefully selected to help them practise the sounds that they know.

New approaches for teaching reading to older pupils have been introduced. High-quality texts are used to develop pupils' inference and retrieval skills. Pupils are encouraged to read widely and are rewarded for reading frequently.

Pupils use the reading areas in their classrooms and enjoy the stories that teachers read regularly to them.

Teachers know their pupils well. When pupils find something difficult, they are given timely and effective extra help.

Pupils are provided with effective individual support when needed.

Teachers adapt their plans for pupils with special educational needs and/or disabilities (SEND) when needed to ensure that these pupils achieve well. The special educational needs coordinator (SENDCo) works alongside teachers to identify how best to support pupils with SEND.

Checks are made to ensure that work is closely matched to the individual needs of the pupils.

Children settle quickly when they join the early years class. Positive relationships with adults develop children's confidence and independence effectively.

Opportunities are provided for pupils to develop their curiosity and learn how to play and work together. However, some activities are not used as well as they could be to help children think more about what they are learning.

Normally, the curriculum provides a range of first-hand experiences and visits to enhance pupils' learning.

During this period, teachers have identified different ways to provide pupils with a range of experiences such as online virtual tours of places of worship. Leaders are working hard to restart activities such as re-establishing the school and eco councils.

Safeguarding

The arrangements for safeguarding are effective.

Pupils understand how to keep themselves safe, including when they are using different types of technology and when they are online. They know to talk to trusted adults if they have a concern or are worried about anything.

Staff are well trained in keeping pupils safe.

They know what action to take if they identify any issues. Records show that staff are vigilant and will pass on any concerns to leaders. Leaders are relentless in getting pupils and families the support they need, including through their work with external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject plans, such as for physical education (PE), have only recently been introduced. Leaders have not had the opportunity to evaluate how effectively these plans are used. Leaders should ensure that the use of all subject plans is evaluated to make sure the curriculum enables pupils to achieve consistently well across all subjects.

• Adults in the early years do not always use curriculum plans as well as leaders intend. Some activities do not extend children's learning sufficiently well. Leaders should ensure that adults are well trained and have the knowledge to implement all aspects of the early years curriculum effectively.

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