School etc

Cambridge Road Community Primary and Nursery School

Cambridge Road Community Primary and Nursery School
Cambridge Road
Ellesmere Port

phone: 0151 3551735

headteacher: Mr D Pickering

reveal email: adm…


school holidays: via Cheshire West and Chester council

238 pupils aged 2—10y mixed gender
210 pupils capacity: 112% full

135 boys 56%

≤ 253y214a84b44c75y176y157y188y139y1610y11

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 %

rooms to rent in Ellesmere Port

Schools nearby

  1. 0.4 miles William Stockton Community Primary School CH658DH (350 pupils)
  2. 0.4 miles Westminster Community Primary School CH652ED (115 pupils)
  3. 0.4 miles Wolverham Primary and Nursery School CH655AT (201 pupils)
  4. 0.4 miles University of Chester CE Academy CH656EA (892 pupils)
  5. 0.5 miles West Cheshire College CH657BF
  6. 0.6 miles St Bernard's Catholic Primary School CH655EW (188 pupils)
  7. 0.6 miles St Bernard's Roman Catholic Primary School, A Voluntary Academy CH655EW
  8. 0.8 miles Whitby Heath Primary School CH656RJ (351 pupils)
  9. 0.9 miles Pooltown Community Junior School CH657ED
  10. 0.9 miles Atherton Nursery and Infant School CH658HL
  11. 0.9 miles Stanney Grange Community Primary School CH659EX
  12. 0.9 miles Our Lady's Catholic Junior School CH657AQ
  13. 0.9 miles Our Lady's Catholic Infant School CH656SH
  14. 0.9 miles Stanney Grange County Junior School CH659EX
  15. 0.9 miles Stanney Grange County Infant School CH659EX
  16. 0.9 miles The Oaks Community Primary School CH659EX (137 pupils)
  17. 0.9 miles The Acorns Primary and Nursery School CH657ED (344 pupils)
  18. 0.9 miles Our Lady Star of the Sea Catholic Primary School CH657AQ (463 pupils)
  19. 1 mile Stanlaw Abbey Community School CH659HE
  20. 1 mile Ellesmere Port Christ Church CofE Primary School CH656TQ (180 pupils)
  21. 1 mile Cheshire Oaks High School, A Specialist Sports College CH659DB
  22. 1 mile Ellesmere Port Catholic High School CH657AQ (885 pupils)
  23. 1 mile The Bridge Short Stay School CH657AR (9 pupils)
  24. 1.1 mile Sutton Way County Junior School CH663LH

List of schools in Ellesmere Port

School report

Cambridge Road Primary and

Nursery School

Cambridge Road, Ellesmere Port, Cheshire, CH65 4AQ

Inspection dates 6–7 December 2012
Overall effectiveness This inspection: Good 2
Previous 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
improving strongly.
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.

Inspection team

Lenford White, Lead inspector Additional Inspector
Anthony Buckley Additional Inspector

Full report

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
    national average.
  • 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
    well attended.
  • 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.

Inspection judgements

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
    celebration assemblies.
  • 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
    cultural development.
  • 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
    learn well.
  • 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 Judgement Description
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.

School details

Unique reference number 111084
Local authority Cheshire
Inspection number 403135

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
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
Email address reveal email: h…


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