Cedars Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Since the headteacher took up post, he and his dedicated staff have been unwavering and untiring in their drive to improve the school. Leaders at all levels, including members of the advisory board (AB), know their school very well. They address quickly any areas that fall short of their high expectations because they have robust systems and procedures in place to monitor, track and evaluate the school's effectiveness.

Pupils achieve well because of strong teaching and exceptional support and care. Parents and carers, staff and pupils are unanimous in their praise for the excellent pastoral care provided to pupils, which includes a strong focus on... mental health and well-being. Pupils' behaviour is excellent.

They are courteous, friendly and eloquent about their learning. Pupils speak with pride about their school. The quality of teaching is strong across year groups.

Teachers demonstrate an enthusiasm for learning, have good subject knowledge and know their pupils very well. Some teaching is not yet routinely ensuring that the most able pupils are stretched and challenged sufficiently well to achieve at greater depth. Leaders' work to promote pupils' personal development is excellent.

Pupils receive many opportunities to learn about how to promote their own and each other's mental health. Leaders have restructured the school's curriculum so that it offers appropriate learning opportunities. Pupils learn well in subjects such as music.

Leaders continue to develop the curriculum to offer an even wider range of subjects. Leaders use the pupil premium funding they receive effectively. They track carefully disadvantaged pupils' progress and put a range of strategies in place to address any underperformance.

As a result, disadvantaged pupils currently at the school make better progress than in the past. Performance gaps between them and their peers are closing, but small differences remain. Although the progress of most-able pupils is improving, they continue to do less well than pupils with similar starting points nationally.

Learning tasks do not yet consistently stretch and challenge their thinking. Pupils attend school regularly. They value their education and most are rarely absent.

The number of pupils who are excluded for fixed periods is well below the national average. Staff, pupils and parents are complimentary about leaders' work and are proud of their school. Almost all teachers state that they are proud to work at the school and they speak of the school community as the 'Cedars family'.

Information about this school

The academy is part of the Robin Hood Multi Academy Trust. This school is governed in parts by the AB and the board of trustees through the work of the CEO of the trust. The school is larger than the average-sized primary school.

The majority of pupils are of White British origin. The proportion of disadvantaged pupils is well above average. The proportion of pupils with SEND is average.

The number of pupils who have an education, health and care plan is below the national average. The proportion of pupils who speak English as an additional language is well above average. The school operates a breakfast club every morning.