Cedarwood Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

The strong leadership of the two headteachers has ensured that everyone in the school works very effectively as a team. Pupils are now making good progress throughout the school from starting points that are broadly average. Standards have risen sharply this year in all year groups.

Much teaching is good and some is outstanding. This is the result of regular and thorough checking of the quality of teaching by the headteachers and other senior leaders. Additional adults employed to help vulnerable pupils and those who find learning difficult provide highly effective support.

Pupils have very positive attitudes to learning, feel s...afe and behave very well in lessons and around the school. Pupils have good opportunities for spiritual, moral, social and cultural development, including those from real experiences both locally and through international links. The leadership of the governing body is effective in supporting improvements in teaching and learning to take place at a good pace.

It is not yet an outstanding school because : There is not enough outstanding teaching to secure exceptional achievement. Marking does not yet ensure that all pupils are fully involved in improving their work. Pupils do not have enough opportunities to use their mathematical skills in other subjects.

Older pupils are not all confident in using their knowledge of letters and the sounds they make to help with their reading and writing.

Information about this school

The school is much larger than the average-sized primary school. Most of the pupils are White British.

A very small minority of pupils are supported by pupil premium funding. This is additional money given to schools to help specific groups of pupils, which, in the school applies to those known to be eligible for free school meals and children in local authority care. The proportion of disabled pupils and those who have special educational needs supported through school action is lower than the national average.

The proportion supported at school action plus or with a statement of special educational needs is broadly average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in English and mathematics. An additional headteacher was appointed in September 2012, on a part-time basis, when the existing headteacher went part-time.

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