Cambridge Road Community Primary and Nursery School
phone: 0151 3551735
headteacher: Mr D Pickering
210 pupils capacity: 112% full
135 boys 56%
105 girls 44%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 340320, Northing: 376241
- GPS coordinates
- Latitude: 53.28, Longitude: -2.8965
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 6, 2012
- Region › Const. › Ward
- North West › Ellesmere Port and Neston › Ellesmere Port Town
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- Free school meals %
- 0.4 miles William Stockton Community Primary School CH658DH (350 pupils)
- 0.4 miles Westminster Community Primary School CH652ED (115 pupils)
- 0.4 miles Wolverham Primary and Nursery School CH655AT (201 pupils)
- 0.4 miles University of Chester CE Academy CH656EA (892 pupils)
- 0.5 miles West Cheshire College CH657BF
- 0.6 miles St Bernard's Catholic Primary School CH655EW (188 pupils)
- 0.6 miles St Bernard's Roman Catholic Primary School, A Voluntary Academy CH655EW
- 0.8 miles Whitby Heath Primary School CH656RJ (351 pupils)
- 0.9 miles Pooltown Community Junior School CH657ED
- 0.9 miles Atherton Nursery and Infant School CH658HL
- 0.9 miles Stanney Grange Community Primary School CH659EX
- 0.9 miles Our Lady's Catholic Junior School CH657AQ
- 0.9 miles Our Lady's Catholic Infant School CH656SH
- 0.9 miles Stanney Grange County Junior School CH659EX
- 0.9 miles Stanney Grange County Infant School CH659EX
- 0.9 miles The Oaks Community Primary School CH659EX (137 pupils)
- 0.9 miles The Acorns Primary and Nursery School CH657ED (344 pupils)
- 0.9 miles Our Lady Star of the Sea Catholic Primary School CH657AQ (463 pupils)
- 1 mile Stanlaw Abbey Community School CH659HE
- 1 mile Ellesmere Port Christ Church CofE Primary School CH656TQ (180 pupils)
- 1 mile Cheshire Oaks High School, A Specialist Sports College CH659DB
- 1 mile Ellesmere Port Catholic High School CH657AQ (885 pupils)
- 1 mile The Bridge Short Stay School CH657AR (9 pupils)
- 1.1 mile Sutton Way County Junior School CH663LH
Cambridge Road Primary and
Cambridge Road, Ellesmere Port, Cheshire, CH65 4AQ
|Inspection dates||6–7 December 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet outstanding because
| Due to outstanding leadership the school has |
Pupils make good progress from starting
The quality of teaching is good overall with
Pupils’ behaviour is good overall around the
improved rapidly in recent years.
points that are often well below those typical
for their age and attain broadly average
standards by the time they leave Year 6.
some that is outstanding. Teachers and
support staff are dedicated to ensuring that
pupils succeed in learning and achieve this
school and outstanding in lessons. This is
because school staff have worked tirelessly to
implement new policy guidelines and to
create a culture of mutual respect. Pupils take
on board responsibilities in an enthusiastic
and mature way, ensuring that new pupils
and visitors are welcomed into the school.
Pupils feel safe in school.
| Pupils enjoy school because they experience |
The school is very well respected by parents
The organisation and management of the
Outstanding leadership at all levels, including
an exciting curriculum taught by committed
teachers and other adults who have high
expectations of them
and is highly valued within the local
school is meticulous and enables school
leaders to keep a very close and accurate
check on the quality of teaching and the
school’s performance, both of which are
the governing body, is highly effective. There
is a climate of challenge and support for all,
which has inspired the whole school team to
improve the quality of their work and to be
ambitious for further improvement.
| Although increasing, the proportion of pupils |
reaching the higher levels in English and
mathematics is below average.
| Occasionally, the activities teachers plan for |
Pupils do not always get the chance to think
in lessons are not hard enough for some
pupils, particularly the more able.
about and learn from the comments teachers
make when marking their work.
Information about this inspection
- Inspectors observed 16 lessons. They also visited parts of lessons across the school and
listened to pupils read from Years 2, 3, 4 and 6.
- Inspectors met with a number of school staff including the headteacher, senior leaders, three
governors, including the Chair of the Governing Body. A telephone conversation took place
between the lead inspector and the school’s education consultant, formerly of the local
- Inspectors took account of the responses of five parents who completed the on-line
questionnaire (Parent View), and considered detailed survey and questionnaire information
presented by the school relating to the views of parents and pupils over the last three years.
- Inspectors’ analysed 30 questionnaires completed by staff and held meetings with two groups
of pupils, including those known to be eligible for the pupil premium. Various documents were
scrutinised, these included the school’s development plans and its own assessment of its
performance, performance management files, records relating to pupils’ behaviour, curriculum
planning and records relating to safeguarding.
- Inspectors visited the school’s breakfast and after-school clubs and talked to parents who
participated in the Nursery and Reception classes Stay and Play initiative.
|Lenford White, Lead inspector||Additional Inspector|
|Anthony Buckley||Additional Inspector|
Information about this school
- The school is a smaller than the average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium is more than twice the
- The proportion of pupils supported through school action is more than twice the national
average. The proportion supported at school action plus or with a statement of special
educational needs is higher than the national average.
- The proportion of pupils from minority ethnic groups is well below the national average and a
small minority of pupils speaks English as an additional language.
- The school has achieved a number of awards including the National Healthy School status and
the Inclusion Quality Mark.
- The school runs a breakfast club and an after-school club, both of which are very popular and
- The school meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
- Since the last inspection, a new headteacher has taken up the post in September 2010.
What does the school need to do to improve further?
- Raise standards and improve achievement further by:
ensuring that all work in lessons is hard enough, especially for the more-able pupils
increasing the proportion of pupils reaching the higher levels in the national tests at the end
of Year 6 in English and mathematics to at least the national average
ensuring that all marking of work consistently indicates to pupils how well they are doing and
provides opportunities for them to think about and act on the teachers’ comments.
|The achievement of pupils||is good|
- The majority of children enter the Nursery class with skills in communication, language and
social development which are well below those typical for their age. Teachers provide a
stimulating and orderly environment in the Early Years Foundation Stage and as a result
children make good progress.
- Pupils continue to make good progress through Key Stage 1 and the vast majority also do so
during Key Stage 2 to reach broadly average standards by the end of Year 6. However, fewer
than average reach the higher standards in mathematics and English.
- Mathematics is the strongest subject in both key stages and standards have improved
significantly over the last three years. Writing, although the weaker subject at Key Stage 1, has
shown steady improvement over the last three years.
- The school uses the pupil premium funding to good effect to provide specialist staff, as well as
one-to-one and small group support in mathematics, English and phonics (teaching pupils
about the sounds that letters make).
- Pupils who have special educational needs both with and without a statement of educational
needs and those supported by school action and school action plus perform better in
mathematics and English than similar pupils nationally, especially at Key Stage 2.
- Pupils make good progress in learning to read although, because of their low starting points,
standards are a little below average in the national phonics test taken in Year 1. The school
has recently introduced a system of teaching phonics which all teachers now use and this is
already beginning to further increase the rate of progress pupils make in reading.
- Inspectors observed a number of phonics sessions in which pupils were making good progress.
They were confidently sounding out letters and sounds and using their skills to read out
unfamiliar words. One pupil who read for inspectors said that the new way phonics is taught
had helped him to learn new words.
- The school has set up an ‘assessment information system’ that enables teachers to check on
pupils’ achievement regularly in all areas of the curriculum. Each pupil is assessed once a term
and targets are set which focus on academic performance, as well as attitudes to learning.
Parents and pupils are directly involved in this process as are pupils who enter the school mid-
term and toward the end of Key Stage 2.
|The quality of teaching||is good|
- Teaching is consistently at least good, with several examples of outstanding teaching observed
during the inspection. The vast majority of lessons are purposeful and well-organised. In these
lessons, plans identify the needs of all groups of pupils, including less-able and more-able
- Teachers strive to ensure that their lessons interest pupils and fire their imagination. This is
greatly helped by the school’s approach to exploring different topics, such as The Victorians, in
history, English and mathematics. The different visitors that are invited into the school help to
bring lessons to life and enthuse pupils even further.
- The school regularly works with artists; together with teachers, they help pupils to develop a
good understanding and appreciation of art as well as to enhance their skills.
- Children in the Early Years Foundation Stage enjoy their learning. In the Nursery class, they
quickly settle into lessons and learn to follow routines, such as hanging up their coats and
putting bags away. In one lesson children quickly moved from their tables to the carpet area
for a phonics session. They settled into an ‘I spy someone whose name begins with’ game with
great enthusiasm and began to match letters and sounds.
- In the best lessons, activities move at a quick pace and maintain the interest of all pupils. In
many subjects, including mathematics and science, teachers phrase questions carefully so that
pupils can think their answers through. Great attention is paid to the importance of literacy.
- In a Year 6 science class, pupils confidently used scientific words such as ‘evaporating’,
‘condensing’ and ‘dissolving’ and were able to engage in independent research and
experiments to find out how certain materials reacted when subjected to heat.
- Teachers and teaching assistants provide a wide range of activities for the benefit of different
groups of learners to develop literacy and numeracy skills.
- In a small group of Years 3, 4 and 5 pupils, a teacher took great care to make sure that they
understood how to build number blocks, while at the same time emphasising to them the
importance of words such as ‘independent’ and ‘accuracy’.
- Teaching assistants and support staff are a strength of the school. They work well and plan
effectively with teachers. Their time is well used in the classroom where they provide one-to-
one specialist help and small group support to various groups of pupils, including the more-
- Most pupils, especially those in Key Stage 2, know how well they are doing and are aware of
how to improve their learning. However, this is not the case with all pupils, including some in
Years 5 and 6.
- Marking is mostly of a high quality and pupils say that they find teachers’ comments useful.
However, not enough opportunities are provided to enable pupils to comment on their own
work and take time to reflect on and learn from what teachers have to say.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour around the school and in most lessons is at least good and often exemplary.
This is because teachers and other adults have worked together in a clear and consistent
manner to implement a system of sanctions and rewards which ensures that all pupils know
exactly what is expected of them.
- Pupils say that they feel safe at school and that they are confident in talking to adults about
any concerns that they have. Pupils are acutely aware of the dangers and their responsibilities
while using computers, mobile phones and internet-enabled games. They have an in-depth
knowledge of cyber-bullying and know not to divulge personal information when using the
- When discussing behaviour with pupils, inspectors were impressed with their courteous
response. Pupils readily engaged in conversation and were very proud to talk about the things
they liked best about their school.
- The school’s well developed and very effective partnership with parents is a strength and has
led to improvements in attendance, achievement and behaviour. During the inspection, a
number of parents were seen in the school working with children and supporting in specific
areas of the curriculum, such as art, and also working with teachers in the Nursery class
helping children with reading and writing.
- Attendance has improved since the last inspection and is now average. The school has put a lot
of effort into ensuring that pupils and parents know the importance of good attendance. This
has been enhanced by an exciting and engaging curriculum and parental involvement in
- School questionnaires completed during parents’ evenings provide compelling evidence that the
overwhelming majority of parents are confident that the school is safe and always deals with
any poor behaviour.
- Pupils have a well-developed understanding of what bullying is and why it is wrong. This is
because of the school uses every opportunity in lessons and other activities to teach pupils
right from wrong and these experiences are added to through visitors into school, such as
‘Athletes Against Bullying’.
- The school’s records of behaviour show that incidents of bullying are rare. However, some
pupils did express concerns about bullying at school.
- Some pupils who are admitted at various times during the academic year from other schools
and elsewhere display behaviour not in keeping with the school’s expectations and way of
going about things.
|The leadership and management||are outstanding|
- The leadership and management of the school are outstanding. The headteacher is very well
respected throughout the school community having gained the confidence of staff, parents,
pupils and school partners. Since his appointment he has tackled head-on, and with great
success, all of the areas for improvement identified at the school’s last inspection.
- The headteacher is supported by a very able senior leadership team, committed teaching and
support staff and knowledgeable governors. All are highly ambitious for the school’s success
and take action to promote excellence for all. Together with the support of parents they have
raised pupils’ levels of achievement and, through their high expectations, they have also
improved pupils’ attendance and behaviour.
- The rigorous systems developed to check on the quality of teaching are outstanding. Because
of this, the school’s leaders are able to show that the quality of teaching has improved
significantly over the last two years. All teachers are set ambitious targets that are linked to
their performance in the classroom and the progress that pupils make. Teaching is now at least
good with examples of teaching that is outstanding. All staff agree that the school is extremely
well led and managed and that senior leaders do all they can to improve teaching. School
leaders are fully aware of what needs to be done for the school to continue improving and are
relentless in their efforts to push standards higher.
- Leaders responsible for mathematics, English, the management of the Early Years Foundation
Stage and special educational needs are highly organised and effective. They understand and
analyse tracking data extremely well. They use their detailed knowledge of the achievement of
each pupil to make sure that extra help is targeted with great precision to where it is needed
most. Consequently, pupils who show any sign that they might be falling behind with their
learning, or are not making the progress that they should, receive the help they need to quickly
get back on track.
- All teaching and support staff benefit from well-focused professional development opportunities
which they say help them to address the school’s priorities and improve their teaching skills
- Pupils are provided with a wealth of exciting learning opportunities. These include going to
London and visiting 10 Downing Street, and engaging in various residential and team-building
activities in Delemere Forest. The school’s commitment to equality of opportunity for all its
pupils ensures all are given the chance to take part in these activities. No one feels left out.
- Senior leaders ensure that pupils develop a keen sense of their responsibilities towards each
other and to people of other cultures or walks of life. It does though a well thought out, and
highly effective, programme which strongly supports pupils in their spiritual, moral, social and
- The school’s relationship with parents is strong. Regular newsletters help to keep parents fully
informed about school activities and the part that they can play in helping their children to
- The school is well respected within its family of schools. Its relationship with social services is
more highly developed than in most schools and it ensures that all statutory safeguarding
requirements are met.
- The school has a very effective relationship with an education consultant, formerly of the local
authority, who provides ‘light-touch’ advice on what the school needs to do to improve.
- The governance of the school:
Governors’ involvement in the school has improved greatly since the last inspection. They
are highly motivated and articulate an ambitious vision for the school that demonstrates
their commitment to getting the best from everyone. Governors know the school very well
and have an accurate understanding of the quality of teaching and how well pupils are
doing. They are knowledgeable and through the robust and well-informed level of
challenge and support that they bring to the school’s senior leadership team, they help to
set priorities for future school improvement Governors ensure that they keep up-to-date
with their training, especially in relation to child protection and safer recruitment.
Governors ensure that the pupil premium is spent appropriately and its effect monitored
properly. They have recently sanctioned spending to employ additional staff to help to
raise standards further. Governors play a full role in the performance management of the
headteacher and annually review his achievements and highlight additional priorities when
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This
ensures that pupils are very well equipped for the next stage of
their education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide |
well for all its pupils’ needs. Pupils are well prepared for the next
stage of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but |
it is not inadequate. This school will receive a full inspection
within 24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school |
is failing to give its pupils an acceptable standard of education
and the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the
necessary improvement in the school. This school will receive
regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive
regular monitoring by Ofsted inspectors.
|Unique reference number||111084|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||232|
|Appropriate authority||The governing body|
|Chair||Mr Kenneth Salter|
|Headteacher||Mr Darryl Pickering|
|Date of previous school inspection||1 July 2008|
|Telephone number||0151 3551735|
|Fax number||0151 3571544|
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