Cranfield Church of England Academy

Highlights from Latest Inspection

Outcome

Cranfield Church of England Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Lisa Munday.

This school is part of Cranfield Church of England Academy Trust, which means other people in the trust also have responsibility for running the school. It is a single academy trust. The trust is overseen by a board of trustees, chaired by Liz Turner and Ieuan Smiton.

What is it like to attend this school?

The core values of kindness, respect, safety and hard work are understood by the pupils as 'The Cranfield Way'. Pupils show these values every day. They behave well.

They are polite, friend...ly and engage well as they welcome visitors to this inclusive school.

Pupils love their school and are passionate ambassadors for it. They aspire to join the 'pupil parliament' or to other leadership roles.

Pupils thrive personally, socially and emotionally here.

The school has established high expectations for everyone. Pupils understand the importance of aspiration and regular attendance.

They are encouraged to express their feelings and concerns. Adults are readily available to help. This allows pupils to develop their confidence and character and to feel safe.

The school has an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils are highly engaged and learn effectively. If they need support to improve their conduct, they receive it.

This helps to foster a safe and happy environment.

Pupils are enthusiastic about the school's wide-ranging opportunities. These include those offered outside of the taught curriculum.

Pupils respect differences, cultures, faiths and values. They understand the importance of online safety and community awareness.

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

Pupils are rightly proud of the work they produce.

They speak enthusiastically and knowledgeably about their learning. They take delight in their growing knowledge of scientific concepts, different historical periods and global geography. Pupils remember a range of technical vocabulary in different subjects.

This rich knowledge stands them in good stead for their next steps.

The school is highly ambitious for every pupil to succeed and do well. Many pupils do.

The school has ensured that the needs of pupils are at the centre of curriculum development. It has carefully embedded a curriculum that engages all pupils. The curriculum is meaningful for pupils and supports their achievements in clearly sequenced steps.

Pupils with SEND have their needs accurately identified and are well supported. Most pupils with SEND achieve well from their various starting points. Adults use and adapt a wide range of resources to meet pupils' diverse and complex needs.

The views of pupils, other professionals, parents and carers are considered when allocating this extra, effective support.

Children in the early years are encouraged to communicate effectively and build their vocabulary. Talk is developed as a priority.

Staff routinely question children about the animals or shapes they have made. They help them to answer using new words or sentences. This helps to build children's self-confidence.

Phonics is taught effectively. This starts in the early years. Staff are trained and skilled in teaching phonics consistently and effectively.

They frequently check pupils' knowledge and provide the necessary support for those who need it. Reading books are matched to pupils' phonics knowledge. This helps pupils to become fluent and confident readers.

Pupils, including pupils with SEND, are given a wide range of opportunities to compose writing for a range of purposes. Mostly, pupils write clearly and legibly. The few who still find forming letters difficult receive effective support.

However, teachers do not always spot pupils' spelling and grammatical errors. Consequently, these errors are repeated. Therefore, pupils do not always express their ideas accurately.

Pupils achieve well in mathematics. They have strong number skills. They work through calculations logically.

Pupils acquire the resilience to persevere and try again if they make a mistake.

All pupils, including disadvantaged pupils, benefit from a huge range of opportunities to be active. The school takes full advantage of its locality.

This includes by providing lessons at a nearby farm for outdoor learning. This helps to develop pupils' awareness of safety, the changing seasons and their problem-solving skills.Pupils relish the many meaningful ways they can contribute to the wider life of the school.

They can take on various leadership opportunities. These include being values and sports ambassadors. The rich personal development programme exposes pupils to different faiths, cultures and lifestyles.

Consequently, they are well prepared for life in modern Britain.

Pupils like coming to school. The school prioritises attendance and, where necessary, works closely with families to improve it.

The governing body works effectively in partnership with the school. This ensures that there is a relentless, determined drive towards ongoing improvement. Leaders manage staff workload carefully.

They make necessary adjustments so that staff can focus on pupils' learning. Staff are proud to work at the school. They know that expectations of them are high.

The school provides effective support that helps them rise to this challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The quality of writing varies across the school.

Some pupils continue to make repeated spelling and grammatical errors that teachers do not always spot. As a result, these pupils struggle to present their knowledge and understanding confidently and clearly. The school should ensure that teachers consistently correct pupils' spelling and grammatical errors, enabling all pupils to express their ideas with greater confidence and clarity.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019.