The Cedars Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this nurturing school where pupils are encouraged to become curious learners. This is a friendly school community where pupils feel safe and happy.

At the heart of the school's work is a commitment to provide pupils with personalised learning programmes. The school's curriculum design carefully takes account of each pupil's specific special educational needs and/or disabilities (SEND) and their interests as well. With effective support from skilled staff, pupils enjoy their learning and meet the school's aspirations for successful learning.

Typically, pupils' conduct during lessons is positive. Staff are very calm and model expectations in a consist...ent and caring manner. This helps pupils to be ready for learning, so that they can focus on their studies.

Pupils know that extra help is quickly available if they struggle socially or with their feelings or emotions.

Pupils value the praise and rewards that they receive, including for good behaviour. Incidents of bullying are rare and are dealt with quickly by the school.

If behaviour happens to fall below that which is expected, swift action by staff and positive affirmation ensure that pupils' self-esteem is maintained. Pupils are helped to resume focus quickly once again on their work.

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

The curriculum is broad, balanced and meets the specific needs of pupils with SEND.

Purposeful checks inform teaching staff of pupils' starting points. Staff set appropriate work, adapt resources and present subject matter clearly, tailored to pupils' needs.

The ambitious curriculum engages pupils' interest through the themes that pupils study.

Typically, pupils recall their knowledge of prior learning with enthusiasm. This is the case in most subjects across the curriculum, but not all. In a few subjects, the school's curriculum thinking has not identified the subject content that pupils need to know as precisely as in other subjects.

As a result, sometimes pupils do not build cumulative knowledge as securely over time.

Reading is treated as a priority and adults read to pupils every day. Expert teaching and individualised resources support reading throughout the school.

Pupils develop phonics skills securely and read books which are matched to the sounds they are learning. Regular checking of what pupils know supports them to catch up quickly, should they fall behind with their reading.

Overall, behaviour is calm and sensible.

The school has clear routines to manage pupils' behaviour. Attendance is improving. This reflects leaders' high expectations for all pupils to attend school very regularly.

The school adopts a bespoke and caring approach and works closely with families, carers and other agencies to address any barriers to pupils coming to school.

The school's wider curriculum provides many opportunities to support pupils' personal development. Pupils are taught to look after their mental well-being and keep themselves safe online, and encouraged to make healthy food choices.

Sporting events, outings, including to art galleries, and drumming workshops support pupils' broader experiences and interests. Pupils are taught the importance of respecting the cultures, faiths and beliefs of others, and to treat all people equally.

Therapists work in partnership with staff to set targets for each pupil that relate to the objectives in their education, health and care plan (EHC) plan.

Many of these targets promote the successful development of pupils' social and emotional abilities. For example, pupils treat one another respectfully and take turns during learning and at breaktimes. Pupils are encouraged to become responsible citizens.

Leaders at all levels, including the governing body, have high expectations for the quality of education for all pupils. This is shared by all staff, who appreciate the support they receive for their workload and well-being. Parents and carers also value the school and how well they are kept informed about their children's daily progress.

Staff receive training to develop their skills and knowledge in most subjects and to help them to provide tailored support to pupils with SEND. Sometimes, staff have not developed expertise thoroughly in a few foundation subjects and further refined their approaches to supporting pupils with SEND.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, the school's curriculum thinking does not identify precisely what pupils need to know and learn. This limits the development of pupils' deeper knowledge and skills. The school should ensure that the important subject content is identified clearly, in all subjects.

• The opportunity for regular professional development across all areas of the school's work is not consistent. This means that sometimes staff lack the expertise to implement the school's curriculum and meet pupils' needs. The school should ensure that all staff are trained to teach all subjects and meet the needs of all pupils.