School etc

Archbishop Cranmer Church of England Community Primary School Closed - for academy March 31, 2013

see new St James Church School

Archbishop Cranmer Church of England Community Primary School
Cranmer Road

phone: 01823 *** ***

headteacher: Mrs Heather Cunningham

school holidays: via Somerset council

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Close date
March 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 323390, Northing: 124815
GPS coordinates
Latitude: 51.018, Longitude: -3.0936
Accepting pupils
3—11 years old
Ofsted last inspection
March 12, 2012
Diocese of Bath and Wells
Region › Const. › Ward
South West › Taunton Deane › Taunton Eastgate
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication
Special classes
Has Special Classes

rooms to rent in Taunton

Schools nearby

  1. St James Church School TA11XU (328 pupils)
  2. 0.3 miles Holy Trinity CofE VA Primary School TA13AF (309 pupils)
  3. 0.4 miles St George's Catholic School TA13NR (209 pupils)
  4. 0.4 miles Alternative Provision Centre TA12JD
  5. 0.5 miles King's College TA13LA (459 pupils)
  6. 0.6 miles North Town Community Primary School TA11DF
  7. 0.6 miles Holway Infants' School TA12JD
  8. 0.6 miles St John's CofE Primary School TA14AY
  9. 0.6 miles Somerset Medical Tuition Service TA14DY
  10. 0.6 miles North Town Primary School TA11DF (442 pupils)
  11. 0.7 miles Halcon Community Primary School TA12BU (132 pupils)
  12. 0.7 miles Priorswood Primary School TA27AD
  13. 0.7 miles Holway Park Community Primary School TA12JA (307 pupils)
  14. 0.7 miles St Andrew's Church of England Primary School TA26HA
  15. 0.7 miles The St Augustine of Canterbury School TA27EF
  16. 0.7 miles Holway Community Junior School TA12JS
  17. 0.7 miles Richard Huish College TA13DZ
  18. 0.7 miles Priorswood Primary School TA27AD (172 pupils)
  19. 0.7 miles St Andrew's Church of England Primary School TA26HA (233 pupils)
  20. 0.8 miles Blackbrook Primary School TA12RA (240 pupils)
  21. 0.8 miles Bishop Fox's Community School TA13HQ
  22. 0.8 miles Sky College TA27HW (50 pupils)
  23. 0.8 miles Bishop Fox's School TA13HQ (918 pupils)
  24. 1 mile Parkfield Primary School TA14RT (425 pupils)

List of schools in Taunton

28 January 2013
Mrs H Cunningham
Archbishop Cranmer Church of England Primary School
Cranmer Road
Dear Mrs Cunningham

Special measures monitoring inspection of Archbishop Cranmer Church of
England Primary School

Following my visit to your school on 24–25 January 2012 I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the

inspection findings. Thank you for the help you gave during the inspection and for
the time you made available to discuss the actions which have been taken since the

school’s recent section 5 inspection.

The inspection was the second monitoring inspection since the school became
subject to special measures following the inspection which took place in March 2012.
The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
Having considered all the evidence, I am of the opinion that at this time:
The school is making reasonable progress towards the removal of special measures.
Newly qualified teachers may be appointed.

This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Interim Executive Board, the Diocese and the Director of

Children’s Services for Somerset.

Yours sincerely
Steffi Penny

Her Majesty’s Inspector

1–4 Portland
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0845 123 6001
Direct F 0117 315 0430
Direct email: reveal email: matt…

The areas for improvement identified during the inspection which took
place in March 2012

 Raise pupils’ achievement, particularly in English and mathematics, so pupils

reach at least average attainment, by:

- improving pupils’ use of vocabulary, spelling and handwriting, and ensuring

teachers’ marking gives these skills enough attention

- providing more opportunities for writing, including in a range of subjects
- ensuring that pupils apply their calculation skills well to solve mathematical


- providing exciting and stimulating activities that motivate and meet the needs

of all pupils

- improving children’s reading, writing and number skills in the Early Years

Foundation Stage.

 Eliminate inadequate teaching and increase the proportion that is good, by:

- setting clear success criteria for what pupils should achieve in lessons

increasing the pace of learning in lessons

- helping pupils to become independent learners by reducing the amount of

time spent on whole-class or teacher-directed activities and providing more
opportunities for discussion and practical work

- making better use of assessment to set pupils challenging work that is well

matched to the levels at which they are working

- improving teachers’ subject knowledge in phonics (the way sounds and letters

are linked).

 Improve the effectiveness of leaders and managers so that the school improves

rapidly and effectively, by:

- establishing a clear structure for sustainable strategic leadership and


- introducing a strong culture of accountability for promoting pupils’ progress
- introducing rigorous, comprehensive and accurate monitoring to improve the

school’s work and pupils’ achievement

- ensuring that all leaders, managers and members of the governing body have

the skills needed to support school improvement

- developing strategies to improve attendance.

Report on the second monitoring inspection on 23–24 January 2012

The inspector observed the school’s work and scrutinised documents. She jointly
observed, with members of the school’s leadership team, nine parts of lessons
taught by nine teachers. She also saw, again with a school leader, a session where
pupils were learning the connections between letter patterns and the sounds they
represent (phonics). The inspector had detailed discussions with pupils, parents, the
senior leadership team, school staff with specialist responsibilities, the Chair of the
Interim Executive Board, and a representative from the local authority.


Since the last monitoring visit a couple of staff have resigned and been replaced.
The after-school club has been disbanded. A new deputy headteacher was appointed
and joined the school in January 2013 and the assistant headteacher role was made
permanent. The school has publically confirmed that it is due to become an academy
with the Diocese of Bath and Wells as the sponsor.

Achievement of pupils at the school

Since the last monitoring visit pupils have made better progress in their reading,

writing and mathematical skills. Although pupils’ attainment is best in mathematics it

is very clear from pupils’ books that the quality of writing has dramatically improved
over the last couple of months. Nevertheless, the gaps between the standards that
the pupils are capable of reaching and the National Curriculum levels at which they
are currently working remain far too wide in both English and mathematics. This is
particularly so for the oldest pupils, who do not always make the rapid, accelerated
progress to compensate for the inadequate teaching they had in the past. In some

classrooms the poor acoustics have a negative impact on the pupils’ achievement.
This was seen in a Reception lesson where the room hindered children’s ability to

imitate the pronunciation of letters, sounds and words as correctly said by the
teacher, or to develop good quality listening skills when learning through play. The
outdoor area facilities for the Early Years Foundation Stage are also not of a high

enough quality to drive children’s development from the low entry levels at which

the majority start.

The quality of teaching

The proportion of good teaching has increased and none seen during this monitoring
visit was inadequate. Marking has improved and there is a very clear and understood
marking policy. Teachers are following the policy but not enough emphasis is placed
on ensuring that the next small steps in learning required are fully shared with the
pupils. Adults make sure that pupils understand the aim of the lesson and that they

can complete the work given to them. Sometimes the work is too easy or pupils
complete it quicker than anticipated. In general, pupils do not have their attention
sufficiently drawn to their individual learning targets and the way these targets will
help them move up towards the next National Curriculum level. Consequently, they
are not able to make sure they challenge themselves hard enough, or be able to
highlight to the teacher where they think they have met an aspect of the next level.
All rooms have interactive audio-visual whiteboards, which teachers readily use to

make learning more stimulating and interesting. All classrooms now have ‘word
banks’ that are kept in envelopes on the wall. Pupils use these without adult

intervention to help them think of more exciting and pertinent words to use when
constructing sentences. These along with the use of pupil self-assessment and

writing ‘Toolkits’ are helping to significantly improve the quality of teaching and

learning in lessons.
Throughout the school, more pupils are finding it easier to adapt to working more
independently. The use of small electronic tablets in mathematics sessions enables
pupils to practise their skills, for example in calculation. It was clear in the lessons
seen, and from talking with pupils, that they found these opportunities stimulating
and highly rewarding. They took great care of the equipment and did not try to use
it for purposes other than the programme that the teacher had selected. These

levels of trust have been established because pupils’ behaviour is better and this is

directly linked to the improved quality of teaching, especially of mathematics.

Behaviour and safety of pupils

The systems around behaviour and attendance, introduced last term, are now firmly
in place and are consistently followed by the school staff. As a consequence, pupils’
behaviour and attendance have improved. Pupils are now ready to learn when they

start lessons. The introduction of ‘Play-time leaders’, along with the consistent

application of the behaviour policy by staff, has helped to reduce the number of
incidents of irresponsible behaviour in non-lesson time. Pupils told the inspector that
they felt safe in school and that it was now a happy place to come to learn.
However, a few pupils still do not attend school as often as they should. The school
is rightly challenging families to ensure that all children get the education that they
are entitled to and deserve, and is taking robust formal actions when needed.

The quality of leadership in and management of the school

Levels of morale are high. Staff, pupils and parents rightly have great confidence in
the senior leadership team. Changes that began last term, for example the
implementation of a new behaviour policy, have been seen to be working. This is
because all staff follow the policy and actions are followed through clear rewards
and sanctions. This consistent approach helps to make pupils feel safe and secure.
Other developments, such as the improved marking policy and changes to the

curriculum and ways of teaching, were also being established last term. Since the
appointment of the new deputy headteacher the senior leaders have been able to
assess the impact of these changes and begin to refine them. Teaching staff have

been very responsive to senior leaders’ observations and support, with the result

that teaching and learning have notably improved over the last few months. Leaders
of other areas, such as mathematics and special educational needs, have continued
to develop their roles as frontrunners for change and improvement in teaching and
learning. They are able to do this because of the care taken in dissecting school data

so that pupils’ progress and attainment are now accurately measured and regularly

Some of the documentation that the school has been asked to produce by its
external support partners is cumbersome. Documentation now needs to be
streamlined, while maintaining the key milestones and assessments needed to drive
improvement and demonstrate success.
The single central record is effectively maintained and security around the school
continues to be maintained and improved.

External support

The local authority has commissioned external support for the school through a
contracted company and has also kept in close contact with the headteacher. The
interim executive board has likewise supported and challenged the school effectively
over the last term. This support will diminish and is due to end shortly after the
school becomes an academy, possibly within the next few months. It is currently not
possible to assess the qualities and strength of the new governing body as the
members have yet to be appointed. This leaves the school in a very fragile state. It
is imperative that the local authority, the interim executive board and the diocese
urgently increase the level and quality of communication between them so that there
are clear lines of accountability during the transition to academy status. Also, there

continue to be considerable areas of ‘wooliness’ around the current external
occupancy ‘agreements’ and status of buildings. Without specialist external support

to investigate and complete these agreements the headteacher will be distracted
from her key role in ensuring pupils’ rapid learning, in order to deal with them. This
will have a significant impact on reducing her capacity to maintain the momentum of
academic school improvement as currently seen.

print / save trees, print less