Cranbourne

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know that the adults in Cranbourne want the very best for them. Everyone recognises the expectations of what can be achieved are very high.

The vast majority of pupils demonstrate a positive attitude to their learning. They are determined, persistent and ambitious. Appropriate support is provided for those pupils who find it more difficult to be resilient as learners.

This creates a nurturing learning environment where everyone can flourish.

Showing respect and thinking of others is an everyday part of school life. One pupil described the school community as a 'family' where everyone is welcome.

Pupils can confidently share their views about w...ho they are and what makes them unique in a safe way. They do this knowing that bullying is not tolerated and is, therefore, very rare.

Across the curriculum, pupils are taught to reflect upon what they can do to make a difference to the world around them.

They explore challenging topics, such as equality and intolerance. Outside of the classroom, many pupils are eager to make a positive contribution to the school as a house or sports captain or as a British Values Ambassador. Extra-curricular clubs and trips foster pupils' many talents and interests.

Pupils and staff remember these experiences fondly.

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

Leadership across the school reflects the ambition for 'excellence in everything'. The school is deeply inclusive.

Senior leaders are determined that every pupil and member of staff will succeed. This is also evident in the provision for all pupils with special educational needs and/or disabilities (SEND), including those who attend the resource provision or 'The Oaks'. Time is taken to know each and every individual and identify what they will need to help them achieve.

Subject leaders have focused on making sure learning helps pupils to build important knowledge and skills. This is now embedded consistently in the majority of subjects. While some subjects are at an earlier stage of development, clear plans are in place to ensure that they are also carefully sequenced.

Pupils are confident in their learning because of the regular checks their teachers make. Opportunities to think and debate in lessons also help pupils acquire the detailed knowledge they need to achieve well.

Leaders prioritise reading highly.

They fully recognise the impact of reading on pupils' learning and achievement. All pupils are engaged and immersed in reading a wide range of quality texts regularly. These texts deal with many issues and represent different cultures.

Weaker readers' needs are identified accurately and thoroughly. Highly trained staff use their expertise and appropriate resources to provide support. This has a positive impact on pupils' reading and learning across subjects.

Learning in lessons is calm and purposeful. There is a consistent approach to promoting good behaviour that all staff know and apply. Where required, skilful staff work with a small minority of pupils who need more guidance to improve their behaviour.

Leaders have been very aware of the emotional and mental health challenges some pupils have experienced because of COVID-19 (coronavirus). Staff and pupils really value the opportunities to think about their well-being and access support if this is needed.

A range of opportunities, that extends beyond the classroom, is on offer.

Staff provide a wide range of extra-curricular clubs as well as trips and outside speakers. While some activities have been paused because of COVID-19 restrictions, leaders are eager to reinstate these as soon as possible. Pupils also engage with valuable careers guidance.

Pupils told inspectors of their ambitious and aspirational plans for their future and how their education is preparing them for this.

A knowledgeable governing body provides valuable support for senior leaders. The impact of this can be seen in the significant improvements that have been made.

Staff work hard but do this knowing their workload and well-being are always being considered. They also appreciate the high-quality training they receive that they know is continuing to enrich learning across the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Thorough procedures are in place, supported by a comprehensive knowledge of pupils and their families. The pastoral team are resilient and determined in making sure all pupils get the right support at the right time.

This includes securing assistance from external agencies when required.

Pupils trust the adults in the school. They feel they can report any worries they have, knowing staff are very mindful of pupils' well-being.

Pupils value the advice they receive about how to keep themselves safe. This includes specific lessons and assemblies on online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum across the school is ambitious in its intent.

It reflects leaders' determination to meet the needs of their pupils and to build a depth of knowledge over time. Leaders are aware that, in a very small number of subjects, further refinements are needed to embed the curriculum securely and consistently. This will ensure pupils know and remember more across every subject.