Cauldwell School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Children make good progress in Reception, and develop a wide range of skills.

Teaching is good and there is a determined drive to make it outstanding. Teachers plan lessons effectively and deliver them so that pupils' needs are well met and they make good progress. Pupils feel very safe in school and feel that their teachers listen to them and respond to any concerns that they have.

Highly skilled teaching assistants provide support to small groups of pupils to enable them to make good progress. The experienced headteacher, ably supported by her senior leadership team, sets a clear direction for the school and is rigorously driving forwa...rd school improvement. The inclusive nature and successful promotion of pupils' spiritual, moral, social and cultural development is at the heart of the schools' work.

The strong governing body holds the school to account and leads its direction well. It is not yet an outstanding school because : A small amount of teaching requires improvement. The overall quality of teaching leads to progress that is good rather than outstanding.

Pupils are not always clear about what they are learning or how well they are doing. Teachers' marking and feedback to pupils is not used consistently across the school. Targets which are set for pupils are not yet used effectively throughout the school to help pupils understand how to improve their work.

Information about this school

Cauldwell Lower School is larger than average and caters for pupils from age four to nine years old. The proportion of pupils eligible for support from the pupil premium (extra money provided by the government for pupils including those eligible for free school meals) is above the national average. The proportion of pupils from minority ethnic groups is well-above the national average, as is the proportion of pupils learning English as an additional language.

Pupils come from a wide-range of ethnic backgrounds. The proportion of disabled pupils and those who have special educational needs supported by school action is well-above average. The proportion supported by school action plus or with a statement of special educational needs is below average.

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