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University of Cambridge Primary School has taken effective action to maintain the standards identified at the previous inspection.
The executive headteacher of this school is Glenn Young. This school is part of UTS Cambridge single academy trust, which means other people in the trust also have responsibility for running the school.
The trust is run by a board of trustees, chaired by Martin Vinnell.
What is it like to attend this school?
Pupils thrive in this vibrant and exciting school. Pupils are safe, and they know how to stay safe aided by the school's caring and inclusive ethos.
Teachers expect pupils to be at their best and show pupils how to be. As a result,... pupils gain much important knowledge. They achieve exceptionally well and behave with tremendous maturity and sensitivity to others.
The school nurtures highly 'compassionate citizens' who are well prepared for their future lives. Right from the Nursery, children learn to listen and interact positively with each other and their teachers. Pupils develop healthy relationships that are founded on respect.
They embrace the responsibilities they will gain as they grow up. Pupils' actions and attitudes reflect the school values. They are kind, caring and empathetic.
Pupils value the racial, social, cultural and religious diversity in society and across the world. They are open minded and tolerant. They make a rich contribution to school life.
Older pupils are positive role models. They have significant opportunities to lead others. They run clubs and help younger children to read, for example.
Pupils have a voice, and teachers listen. Pupils' views inform changes to the curriculum and the school environment. These experiences enrich pupils' understanding of democracy.
What does the school do well and what does it need to do better?
The school has constructed a highly ambitious, dynamic curriculum. The school draws from a wealth of educational expertise to provide staff with high-quality training and support. Staff, therefore, have a strong subject knowledge.
They are passionate about education and are reflective and self-critical. They participate in research. This helps staff to improve provision further.
As a result, the curriculum continually evolves to meet the needs of this diverse community in an ever-changing world.
Teachers present new knowledge with clarity and precision. The knowledge pupils learn builds on what they have learned before and makes links to other curriculum areas.
This reinforces pupils' understanding of more complex knowledge. For example, in history, children in the early years learn about change and the concept of time. In key stage 1, pupils write autobiographies.
Pupils grasp perspective and scale in art as they build clay models of the faces of Tudor and Elizabethan monarchs. A range of trips and visits from academics and other professionals further enhance pupils' knowledge and cultural understanding.
The school prioritises reading and the development of language.
Reception-aged children, including those with significant language delay and those with English as an additional language, gain sounds rapidly. By Year 1, pupils read familiar language with fluency. Older pupils read with considerable expression.
This helps them to convey emotion convincingly. Any pupil who falls behind in their reading receives precise support, and they catch up.Pupils enjoy reading a range of sophisticated texts.
This broadens their vocabulary and understanding of world issues, such as slavery, poverty and conflict. Pupils are, therefore, articulate and express their ideas with clarity. They justify their opinions with evidence.
Pupils write in a range of styles. They craft imaginative stories, such as original narratives that are based on Greek mythology.
Pupils employ accurate subject specific vocabulary across the curriculum.
They use this to reason logically in mathematics. Older pupils compare biomes across the planet in geography. They chronicle the discovery of DNA in science.
As a result, they enrich their understanding of the impact of humans on the environment. They also learn about historical figures, such as Rosalind Franklin. This develops their understanding of women's rights and subjectivity in history.
Staff rigorously check how well pupils are learning. When pupils make a mistake or misunderstand, teachers provide support and pupils' learning improves. Teachers also help pupils to work things out for themselves.
Pupils are, therefore, resilient and do not give up. They love to solve problems, especially in mathematics. They work well independently, and in groups, to find solutions.
The school systematically reviews how effectively staff adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). Staff, subsequently, refine adaptations to ensure that pupils with SEND learn even better. As a result, pupils with SEND access the curriculum with confidence and achieve well.
Staff are proud to work at this school. They appreciate the support they receive and leaders' actions to manage their workload. They share their leaders' relentless commitment to providing a high-quality education for these young people.
A significant majority of parents, with much justification, enthusiastically endorse the school. Leaders and the trust are rightfully sharing their expertise locally, regionally and indeed internationally.
Safeguarding
The arrangements for safeguarding are effective.
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 outstanding 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 outstanding for overall effectiveness in 20 and 21 June 2018.
