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Archbishop Cranmer CofE Primary School Closed - academy converter Jan. 31, 2014

see new Archbishop Cranmer Church of England Academy

Archbishop Cranmer CofE Primary School
Abbey Lane
Aslockton
Nottingham
Nottinghamshire
NG139AW

01949 *** ***

Headteacher: Mrs Emma Davis

Website: www.archbishopcranmer.notts.sch.uk


145 pupils aged 3—10y mixed gender
180 pupils capacity: 81% full

70 boys 48%

4a74b34c35y66y107y78y99y1110y15

75 girls 52%

4b35y96y97y138y99y1410y11

Last updated: June 20, 2014


Primary — Voluntary Aided School

URN
122795
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
3511
Close date
Jan. 31, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 473995, Northing: 340067
GPS coordinates
Latitude: 52.953, Longitude: -0.90007
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 2, 2009
Diocese
Diocese of Southwell
Region › Const. › Ward
East Midlands › Newark › Cranmer
Area
Village - less sparse
Free school meals %
6.30

Rooms & flats to rent in Nottingham

Schools nearby

  1. Archbishop Cranmer Church of England Academy NG139AW
  2. 1.5 mile Carnarvon Primary School NG138EH (442 pupils)
  3. 2 miles Orston Primary School NG139NS (154 pupils)
  4. 2.1 miles Robert Miles Junior School NG138AP (215 pupils)
  5. 2.3 miles Toot Hill School NG138BL
  6. 2.3 miles Toot Hill School NG138BL (1740 pupils)
  7. 2.4 miles Bingham Robert Miles Infant School NG138FE (181 pupils)
  8. 2.9 miles Hobby Horse Nursery School NG138SD
  9. 3.5 miles St Peter's CofE Primary School NG138PG (263 pupils)
  10. 3.5 miles Langar CofE Primary School NG139HH (105 pupils)
  11. 3.5 miles East Bridgford St Peters Church of England Academy NG138PG
  12. 3.8 miles Flintham Primary School NG235LF (110 pupils)
  13. 4 miles Bottesford Church of England Primary School NG130BS
  14. 4 miles Belvoir High School and Melton Vale Post 16 Centre NG130AX
  15. 4 miles Belvoir High School and Melton Vale Post 16 Centre NG130AX (1062 pupils)
  16. 4 miles Bottesford Church of England Primary School NG130BS (256 pupils)
  17. 4.3 miles Cropwell Bishop Primary School NG123BX (195 pupils)
  18. 4.4 miles Gunthorpe CofE Primary School NG147EW (95 pupils)
  19. 4.7 miles Redmile Church of England Primary School NG130GL (65 pupils)
  20. 5.1 miles Colston Bassett Primary School NG123FD
  21. 5.1 miles All Saints Anglican/Methodist Primary School NG235NP (99 pupils)
  22. 5.1 miles Colston Bassett School NG123FD (30 pupils)
  23. 5.5 miles Harby Church of England Primary School LE144BZ (83 pupils)
  24. 5.5 miles Radcliffe-on-Trent Infant and Nursery School NG122FU (275 pupils)

List of schools in Nottingham

Ofsted report: latest issued Dec. 2, 2009.


Archbishop Cranmer C of E Primary School


Inspection report

Unique Reference Number122795
Local AuthorityNottinghamshire
Inspection number340216
Inspection dates2–3 December 2009
Reporting inspectorDerek Watts


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryVoluntary aided
Age range of pupils4–11
Gender of pupilsMixed
Number of pupils on the school roll155
Appropriate authorityThe governing body
ChairMr Euan Haig
HeadteacherMrs Debbie Yates-Linnell
Date of previous school inspection 1 March 2007
School addressAbbey Lane
Aslockton, Nottingham
Nottinghamshire, NG13 9AW
Telephone number01949 850627
Fax number01949 851642
Email addresshead@archbishopcranmer.notts.sch.uk







Age group4–11
Inspection dates2–3 December 2009
Inspection number340216



ofsted.gov.uk

© Crown copyright 2009



Introduction


This inspection was carried out by three additional inspectors. The inspectors visited 14 lessons or part lessons and held discussions with governors, pupils and staff. They observed the school's work, assessment data, policies, teachers' plans and school improvement planning. The inspection team analysed 79 questionnaires from parents, and others from pupils and staff.

Inspectors reviewed many aspects of the school's work. They looked in detail at the following:

    • improvements to the Early Years Foundation Stage
    • the effectiveness of the action to improve pupils' writing
    • factors contributing to pupils' consistently high performance in mathematics in Years 3 to 6.

Information about the school


Archbishop Cranmer is a smaller than average primary school. Most pupils are from a White British background and there are no pupils who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is about average. A below average proportion of pupils are eligible for free school meals. There is Early Years Foundation Stage provision for children in Reception. The school provides before- and after-school care in partnership with a private company. This provision is inspected separately.



Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements


Overall effectiveness: how good is the school?

1


The school's capacity for sustained improvement

1


Main findings


Archbishop Cranmer has made considerable improvement since the last inspection. It is now an outstanding school. Pupils' achievement and enjoyment are outstanding. Good teaching and an exciting curriculum lead to pupils' good progress and to the high standards by the end of Year 6. The very positive ethos and the excellent care, guidance and support lead to outstanding personal development for pupils. The school is particularly successful at meeting the needs of all pupils, including gifted and talented and those with special educational needs and/or disabilities. Parents are extremely pleased with the care and education provided for their children. One parent summed up the views of many, 'My children have had an excellent experience at Archbishop Cranmer.' Community cohesion is promoted extremely well.

Most year groups enter the Reception with knowledge and skills expected for their age. There have been good improvements to the Early Years Foundation Stage and children make good progress in all areas of learning. Good progress continues as pupils move through the school. Standards by the end of Year 6 have been consistently high in reading, mathematics and science but performance in writing has been less consistent. Effective action has been taken to improve writing with the result that pupils write competently and confidently for a range of purposes. They apply and develop their writing skills very well in different subjects. Standards in writing in the current Year 6 are well above average. Pupils are developing extremely well into confident and responsible individuals. They are courteous, friendly and positive. Pupils relate extremely well to adults and to their peers. Across the school, behaviour is often exemplary. Pupils adopt healthy lifestyles exceptionally well and very feel safe. They thrive on additional responsibilities and make an outstanding contribution to the school and to the wider community. Attendance levels are above average. Pupils are extremely well prepared for the next stage of their education.

Teachers' good subject knowledge and enthusiasm inspires and motivate the pupils. Pupils are keenly interested and respond very well to teachers' high expectations. There are examples of outstanding teaching and the school is keen to share and extend this practice. Assessment is used well to plan teaching and match tasks to pupils' abilities. As a result, pupils are challenged well and make good progress. Just occasionally, the lesson does not proceed at a fast enough pace and pupils are not moved onto the main task soon enough. When this happens, learning falls to satisfactory levels. Pupils thoroughly enjoy a very well designed curriculum and the outstanding range of enrichment activities including clubs, visits and visitors.

Exceptionally good leadership and management is the key to the school's success and to the improvements made. The enthusiastic headteacher leads by example, and with her staff, has created a very positive atmosphere for pupils to learn in. Teamwork among the staff and governors is strong. Senior staff and subject leaders make a valuable contribution to the school's effectiveness and improvement. Provision and pupils' performance are systematically reviewed and successful action is taken to bring about needed improvements. Since the last inspection, teaching and pupils' progress have improved from satisfactory to good. The curriculum and care, guidance and support have improved from good to outstanding. The school demonstrates an outstanding capacity to improve further.


What does the school need to do to improve further?


  • Improve teaching in the few satisfactory lessons to good or better by:
    • sharing and extending the outstanding teaching practice across the school
    • ensuring that time is used well and pupils move on to the main tasks sooner.

Outcomes for individuals and groups of pupils

1


National test results, pupils' work and the lessons seen indicate that standards by the end of Year 6 are high in English, mathematics and science. Pupils' progress in mathematics and science in Years 3 to 6 is often outstanding. More able pupils are challenged well and above average proportions attain the higher than expected Level 5 in all key subjects. Pupils with special educational needs and/or disabilities make good progress because of the well planned support they receive.

Pupils are articulate and confident speakers because of the wide opportunities to discuss their work and express their ideas. They make good progress in reading and attain high standards but writing performance has been less consistent. Girls have tended to do better in writing than the boys but the school is bridging this gap by carefully selecting topics which appeal to boys and inspire them to write. Specialist drama lessons effectively generate ideas for writing.

In a high quality Year 6 writing lesson, pupils made exceptionally good progress in writing the opening to a World War II news report. Pupils had good opportunities to examine interesting World War II newspaper extracts. They drew inferences from the text and after skilful questioning and explanations from the teacher, they appreciated the importance of 'punchy' headlines and good openings to grab the reader's attention. The teacher, as news editor, demanded high quality pieces from his journalists. Pupils used powerful words and complex sentences to great effect. Pupils perform exceptionally well in mathematics because of high quality teaching, interesting learning activities and plenty of opportunities to use and apply numeracy skills to solve problems. As one pupil astutely commented, 'Maths is always a bit of a challenge.'

Pupils show a very good understanding of different cultures and religions. Their moral and social development is outstanding. Pupils feel extremely safe and very well cared for at school. They are confident that there is always a trusted adult they can turn to if they have a problem or if they are upset. Pupils show an excellent knowledge and understanding of healthy eating and the importance of taking regular exercise. They participate enthusiastically in the school's strategies to promote good health. Those on the school council take their role seriously and have made valuable contributions to improving the playground equipment, the school's code of conduct and evaluating the topics studied. Pupils support those not so well off as themselves by raising funds for a range of national and overseas charities. At Archbishop Cranmer, pupils are extremely well prepared for their future economic well-being. Their personal and social skills are exceptionally well developed and by the time they leave they possess highly competent skills in literacy and numeracy.


These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
1
1
2
2
The extent to which pupils feel safe1
Pupils' behaviour1
The extent to which pupils adopt healthy lifestyles1
The extent to which pupils contribute to the school and wider community1
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
1
2
The extent of pupils' spiritual, moral, social and cultural development1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low


How effective is the provision?


Teaching is good with examples of outstanding practice. Parents have confidence in teaching and remarked, 'Teachers inspire the children' and 'Teachers are fantastic'. Teachers establish outstanding relationships with their class and convey high expectations of learning and behaviour. Pupils respond very positively to these and thoroughly enjoy their learning. They reported to the inspectors, 'We enjoy learning new things' and 'Activities are fun'. Pupils make good progress in lessons because tasks are well tailored to their abilities and needs. More able pupils are extended and teaching assistants make a valuable contribution to pupils' learning, particularly those who need additional help. In a few lessons, learning does not proceed at brisk pace. Introductions are too long while pupils are ready and eager to tackle the main task. Teachers provide criteria for checking success to guide pupils' learning and pupils use these well to review their own and others' work.

The curriculum promotes good progress and high attainment for pupils. It makes an outstanding contribution to their personal outcomes. Provision for English, mathematics and science is very good. There are good links between subjects in exciting topics. These add meaning, relevance and enjoyment to pupils' learning. Specialist visiting teachers of drama and music enrich the school's broad curriculum. Pupils have good opportunities to learn to play a wide range of musical instruments and there is good take up of this. Health education is given very good attention and this with the many sports opportunities on offer make a valuable contribution to pupils' healthy lifestyles. An outstanding range of additional activities are much enjoyed by the pupils and appreciated by parents. Successful residential visits provide exciting outdoor activities and promote problem-solving and team-building skills well.

Care, support and guidance make an excellent contribution to pupils' personal development. The school is successfully providing for pupils with special educational needs/and or disabilities. There is first rate support to pupils needing extra help and guidance and to their families. The school is also providing high quality guidance and support for those who are gifted and talented in areas such as drama, music and sport. As one parent commented, 'I am always impressed with how the school copes with the diverse requirements of my children. All of them absolutely love school'. Another parent stated, 'My child's needs are unique and the school has been fully supportive'.


These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
2
2
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships1
The effectiveness of care, guidance and support1


How effective are leadership and management?


The dynamic and established headteacher provides outstanding leadership and educational direction. She is extremely well supported by the deputy headteacher and other senior staff in embedding ambition and driving improvement. Among the staff, there is a clear commitment to continuous improvement and doing the very best for all pupils. Subject leaders are effective in their roles and successfully promote high quality provision, equality of opportunity and outstanding outcomes for pupils. Improving provision and pupils' performance in writing has been a particular success. Teaching and learning are monitored and supported well but senior leaders are keen to develop teaching further so it improves from good to outstanding. The school clearly has the confidence of the vast majority of its parents. There are effective measures to help parents to support their children's learning. Parents give the school considerable support.

A recently appointed chair of the governing body brings enthusiasm and considerable experience to the school. Other members of the governing body posses a wide range of expertise, such as financial management, which is well used. Governors show a very good understanding of the school's strengths and hold the school to account by providing constructive challenge. Statutory requirements are met and there are good procedures to protect and safeguard pupils.

Community cohesion is promoted exceptionally well and the school has a very clear understanding of the community it serves. There are strong partnerships with local schools to strengthen the curriculum. Pupils' understanding of different cultures and faiths is promoted extremely well through the school's exciting curriculum. A productive partnership with a school in Ghana is developing pupils' knowledge and understanding of life in the wider world. The school also has an effective link with a Nottingham city school with a diverse intake.


These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
1
2
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers1
The effectiveness of partnerships in promoting learning and well-being1
The effectiveness with which the school promotes equality of opportunity and tackles discrimination1
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion1
The effectiveness with which the school deploys resources to achieve value for money1


Early Years Foundation Stage


Children are making good progress in all areas and by the end of Reception, standards are usually above average in most areas of learning. The Early Years Foundation Stage is well led and managed and good improvements have been made since the last inspection. Effective steps have been taken to raise children's attainment in calculation and in early writing skills. There are good partnerships with parents and adults establish outstanding relationships with the children. These factors help children to settle quickly. The children thoroughly enjoy their learning and relate very well to adults and their peers. Children's behaviour is often exemplary. They feel safe, secure and well cared for at school because of the very good attention given to care and welfare. A good range of learning activities is provided both indoors and out. There are clear plans to strengthen the use of information and communication technology to further enhance children's learning. Assessment data are used well to plan teaching. Children are well taught and there is an effective blend of adult-led activities and those allowing children to explore and learn independently. There are well advanced plans to improve further the outdoor learning areas.


These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
          Outcomes for children in the Early Years Foundation Stage
          The quality of provision in the Early Years Foundation Stage
          The effectiveness of leadership and management of the Early Years Foundation
          Stage
2
2
2
2


Views of parents and carers


The inspection team received a good response to the questionnaire. The vast majority of parents and carers who returned them are very happy with their child's experience at the school. They are particularly pleased with safety in school, the sense of enjoyment, leadership and management, the quality of teaching and their children's progress. The inspection team agrees with the parents' positive views. A very small minority of parents who responded to the questionnaire do not believe that the school deals with inappropriate behaviour or takes sufficient account of their suggestions and concerns. Inspectors found that the school has extremely good procedures for promoting good behaviour and dealing with behaviour problems. The school has a very positive partnership with its parents. However, the school is not complacent and senior staff and governors would always want to take effective steps to deal with parents' concerns and suggestions.



Responses from parents and carers to Ofsted's questionnaire


Ofsted invited all the registered parents and carers of pupils registered at Archbishop Cranmer C of E Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 79 completed questionnaires by the end of the on-site inspection. In total, there are 155 pupils registered at the school.


StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school546825320000
The school keeps my child safe587320251100
My school informs me about my child's progress516527340000
My child is making enough progress at this school465830383400
The teaching is good at this school526627340000
The school helps me to support my child's learning496227343400
The school helps my child to have a healthy lifestyle506325323400
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)455728351100
The school meets my child's particular needs496228352300
The school deals effectively with unacceptable behaviour405133425611
The school takes account of my suggestions and concerns486123295600
The school is led and managed effectively536722282300
Overall, I am happy with my child's experience at this school587319242300

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.



Glossary


What inspection judgements mean


GradeJudgementDescription
Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008


Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
units
755307
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.



Common terminology used by inspectors


Achievement:

the progress and success of a pupil in their learning, development or training.

Attainment:

the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management:

the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Learning:

how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.
Progress:

the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.



This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.


4 December 2009

Dear Pupils

Inspection of Archbishop Cranmer C of E Primary School, Aslockton, NG13 9AW

Thank you so much for welcoming us into your school and showing us your work. We thoroughly enjoyed our visit and would like to tell you what we found. There have been lots of improvements since the last inspection. Yours is an outstanding school and one you can be very proud of.

These are the school's main strengths.

You thoroughly enjoy school and your attendance is good.

The school is a very positive and welcoming place to learn in.

Children in Reception get off to a good start.

Good teaching helps to you to make good progress.

Standards by Year 6 are high in English, mathematics and science.

Behaviour is often excellent and you get on extremely well with others.

Exceptionally good learning activities are provided, including clubs and visits.

You have a first-rate understanding of how to keep healthy and fit.

You feel very safe at school because the teachers and other adults take exceptionally good care of you and provide outstanding support and guidance.

You make super contributions to the school and to the wider community.

You have a strong understanding of different faiths and how people live in different parts of the world.

The school is exceptionally well led by your headteacher and she receives very good support from other senior staff.

We have asked the headteacher, governors and teachers to do one thing to make the school even better.

In a few lessons, learning could move on at a quicker pace and you could get on to the main task sooner.

You can help by continuing to work hard. Finally, thank you once again for all your help. We wish you all the very best for the future.

Yours sincerely

Derek Watts

Lead inspector



Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email enquiries@ofsted.gov.uk.

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