Cravenwood Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders, governors and the academy trust have transformed the school into a happy, caring place where staff and pupils thrive.

Everyone feels a valued part of the 'Cravenwood family'. The principal provides inspirational leadership. She is supported effectively by a skilled senior leadership team and governors.

All aspects of the school's work have improved and there is good capacity to secure further improvement. Teachers are committed and enthusiastic. Effective teaching supports pupils of all abilities to make good progress over time.

Pupils' attainment is rising in all key stages. Disadvantaged pupils make sound progress from... their starting points. The high proportion of pupils who join the school throughout key stages 1 and 2 are supported effectively and often make rapid progress.

Staff's high expectations and focus on celebrating achievements motivate pupils and help them develop good attitudes to learning. Pupils are friendly and supportive of each other. The procedures to safeguard pupils are rigorous and effective.

Pupils say that they feel cared for and safe. British values are promoted well. Pupils' progress is most rapid in mathematics, where teaching is particularly effective.

Pupils' progress in writing is good over time but uneven across the school. Handwriting, spelling and punctuation skills are not taught consistently and pupils' writing lags behind their oral language skills. Achievement in reading is improving and pupils are keen readers.

However, comprehension skills are not taught as explicitly as they could be in all classes. Children in the early years relish learning in a stimulating setting. They make good progress and grow in confidence.

Their language skills are developed exceptionally well. Middle leaders make a good contribution to improving teaching and learning in the core subjects of reading, writing and mathematics. Leadership of other subjects is at early stages of development.

The curriculum is broad and balanced but pupils' learning in non-core subjects is not planned in the same depth as in English, mathematics and science. Leaders' monitoring of teaching and learning helps teachers reflect on their classroom practice and improve it. However, it does not focus well enough on pupils' progress in foundation subjects.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish on their website. The school opened in April 2014 following the closure of the predecessor school and sponsorship by the United Learning multi-academy trust.

The school is larger than the average sized primary school. The vast majority of pupils are from minority ethnic groups and a well-above-average proportion speak English as an additional language. The largest group are of Pakistani heritage although over 50 different languages are spoken in the school.

The proportion of children joining and leaving the school in key stage 1 and key stage 2 is well above average. A high proportion are international new arrivals. The proportion of disadvantaged pupils is above average.

The proportion of pupils who have support for special educational needs and/or disabilities is above average. The proportion with a statement or education, health and care plan is below average. The school meets the current government floor standards, which set the minimum standards for pupils' progress and attainment.