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Pupils at The Cavendish School thrive on the culture of high expectations. They are motivated and inspired to do well.
This ethos, combined with the very effective education provided here, enables them to achieve exceptionally well. The school has fostered a calm and focused learning environment that is free of distractions. This helps all pupils to achieve.
Pupils who are disadvantaged, including those with special educational needs and/or disabilities (SEND), learn particularly well.
The school's culture is well established from the early years. Staff model and teach the school's values of respect, resilience and responsibility.
As a result, these ...are visible throughout the school. For example, pupils treat each other and their teachers with high levels of respect. Pupils work hard and take responsibility for their learning.
During their time at school, pupils benefit from a vast programme of enrichment known as 'The Cavendish Offer'. This is carefully planned so that every pupil benefits. Wider opportunities for clubs and trips are also abundant and pupils take full advantage of these.
Many enjoy competing in competitive sports or learning musical instruments. Pupils flourish as a result of taking on wide-ranging leaderships roles from anti-bullying ambassadors to 'curriculum cascaders'.
What does the school do well and what does it need to do better?
The school has developed a highly ambitious curriculum.
It takes full advantage of the all-through model by setting out what pupils should learn from the early years to Year 11. As a result, transition points are seamless, and pupils are very well prepared as they move between phases. As well as achieving well in national tests, primary pupils develop a deep and broad knowledge of subjects in the wider curriculum.
The curriculum is delivered consistently well. Through high-quality training and development, the school has ensured that teachers have the subject knowledge and expertise to deliver the curriculum with impact and precision. Teachers check pupils' learning well, both during lessons and in regular assessment tasks.
Teachers use the information these opportunities provide to tailor their lessons and fill any gaps in learning. This approach benefits pupils as there is little opportunity to fall behind. Pupils with SEND are also identified quickly and plans are put in place to meet their needs.
Reading is a priority in the school. This begins with a strong focus on developing children's communication and language skills in Nursery, where children learn through joining in with songs, nursery rhymes and games. From this strong foundation, children are introduced to letters and the sounds they make.
They continue their learning through a highly systematic approach. Most pupils quickly become confident readers. Those who fall behind are identified quickly and benefit from prompt and effective support.
Pupils' behaviour is excellent during lessons and social times. Pupils' attitudes to learning are extremely positive. Expectations and routines for learning are well established because this work begins in the early years.
It is highly consistent as pupils move through the school. The school works well with a small number of pupils who need help to manage their behaviour. This work enables these pupils to engage fully in school and achieve well.
The way that the school promotes pupils' personal development is exemplary. The curriculum in personal, social, health and economic education has been thought through extremely well. The subject is valued by pupils who recall their learning well.
As a result, pupils become knowledgeable about a range of topics, including relationships and online safety. Right from the primary phase, they benefit from frequent opportunities to debate and discuss important and challenging topics. The school provides an exceptionally strong programme of careers education, information and guidance.
Although this is a requirement of secondary schools, children begin learning about different jobs and career paths from Reception. This work builds over time and, in secondary, pupils benefit from a structured programme of opportunities to hear from employers and further education providers. As a result, pupils feel empowered to make confident choices about their next steps.
The school's leadership is highly strategic. Leaders, including governors and trustees, are continually reflective and always seeking ways to improve the school for the benefit of pupils. They recognise the importance of establishing a clear and focused set of priorities.
This is evident in the success of the school's 'four pillars' of independent learning, challenge, feedback and engagement, which are firmly embedded in culture and practice. Teachers are proud to belong to the school and feel valued because of the priority it places on their professional development.
