Cranmer Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this kind and caring school. They appreciate the large school grounds and extensive playing fields.

Pupils are confident that they can talk to an adult in school if they are worried about anything. They feel happy and safe.

Pupils follow the Cranmer 'Golden Expectations'.

They are kind to each other and polite and respectful to adults. Children in the early years are curious and enjoy their learning. In the early years, staff encourage pupils to play and learn collaboratively.

There is a focus on developing children's language.

Leaders have created a culture that is both inclusive and ambitious. They have high expectat...ions of all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils in the additional resource provision thrive and pupils with SEND in mainstream classes are well supported.

Reading is at the heart of the curriculum. Pupils' eyes light up when asked about what they are reading.

Pupils visit Mitcham Library every term and one of the two well-stocked in-school libraries every week.

All pupils take part in regular debates. Staff encourage them to discuss difficult questions such as the difference between fairness and equality.

Several parents commented on how caring the school is.

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

Leaders have created a broad and ambitious curriculum. The knowledge that pupils should learn is carefully selected and sequenced.

For example, pupils in Year 6 build on their understanding of number to solve algebraic equations. In art, pupils learn about the work of artists, such as Eduardo Paolozzi, in Year 2. In a few subjects, the school is continuing to develop its curricular thinking.

In these subjects, a framework to assess pupils' progress through the curriculum is not fully developed. This means that the school is still developing a clearer oversight of pupils' learning in these subjects.

The school prioritises developing pupils' reading across the school.

Teachers know all aspects of the phonics programme well. As a result, the teaching of early reading is systematic, consistent and high quality. The school assesses pupils' progress in reading regularly and provides extra reading practice for those who need it.

Older pupils develop their reading skills positively. All pupils develop a love of reading. Children in Nursery love listening to their teacher read familiar stories.

Staff enable pupils to become confident and fluent readers.

Teachers have strong subject knowledge across a range of subjects. This helps them to explain and model new learning to pupils well.

Teachers recap previous learning regularly in lessons. This helps pupils to remember what they learn over time. Teachers help pupils to talk fluently about their learning using subject-specific vocabulary.

For example, Year 2 pupils learned the words 'transparent' and 'metamorphosis' when studying life cycles in science. Typically, teachers check pupils' prior learning well. On occasion, teaching does not check pupils' learning systematically in lessons.

This means that pupils continue to have misconceptions in their knowledge and understanding.

Staff identify pupils with SEND quickly and effectively, including in the early years. They support pupils with SEND skilfully.

Staff support pupils to access the curriculum successfully. Parents were very positive about the SEND provision.

Pupils' behaviour across the school is positive.

There is almost no low-level disruption in lessons. Pupils know and follow the school's expectations well. Staff encourage pupils to be resilient, respectful and kind.

Pupils' attendance was affected by the pandemic. However, it is a high priority for the school and is improving again. The family support team communicates well with families to ensure that pupils attend school as much as possible.

Pupils have many opportunities to develop their talents and interests outside lessons. They can attend after-school clubs ranging from museum-curating to jiu jitsu. Children in Reception take part in drawing club.

Pupils attend a residential trip in Years 4 and 6. The school council helped to develop the school playground. Older pupils take on the role of 'reading pals' for younger ones.

Pupils like spending time with the school dog, Buddy.

Staff really enjoy working at the school. They feel that they are listened to and appreciate leaders' support for their well-being.

Leaders at all levels, including governors, are committed to improving the school further. The school works well with parents, particularly in the early years.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, teaching does not check pupils' learning systematically in lessons. This means that pupils continue to have misconceptions in their knowledge and understanding. The school should ensure that teachers routinely and systematically check pupils' understanding in lessons so that any gaps in learning are identified and corrected.

• In a small number of foundation subjects, curriculum thinking is new and not well developed. The school does not have a clear oversight of the curriculum on pupils' learning in these subjects. The school must ensure that all subjects have an appropriate assessment framework that is fully understood by all staff and leaders so that the curriculum framework is implemented effectively.