School etc

Cardwell Primary School

Cardwell Primary School
Frances Street

phone: 020 88541051

headteacher: Ms Carol Smith


school holidays: via Greenwich council

488 pupils aged 2—10y mixed gender
384 pupils capacity: 127% full

220 boys 45%


270 girls 55%

≤ 243y454a104b134c95y306y297y348y339y3110y30

Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 542625, Northing: 178829
GPS coordinates
Latitude: 51.49, Longitude: 0.052953
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 19, 2014
Region › Const. › Ward
London › Greenwich and Woolwich › Woolwich Riverside
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Greenwich

Schools nearby

  1. 0.2 miles Woodhill Primary School SE185JE (540 pupils)
  2. 0.3 miles Cyril Henry Nursery School SE185AP
  3. 0.3 miles Mulgrave Infant and Nursery School SE185DA
  4. 0.4 miles Mulgrave Primary School SE185DL (521 pupils)
  5. 0.4 miles Saint Mary Magdalene Church of England Primary School SE185PW (403 pupils)
  6. 0.4 miles University Technical College, Royal Borough of Greenwich SE78LJ (281 pupils)
  7. 0.5 miles Pound Park Nursery School SE78AF (185 pupils)
  8. 0.5 miles Thorntree Primary School SE78AE (253 pupils)
  9. 0.5 miles Holborn College SE78LN
  10. 0.6 miles Pulse and Water College SE186PF
  11. 0.7 miles St Peter's Catholic Primary School SE187BN (210 pupils)
  12. 0.7 miles Charlton Park School SE78HX
  13. 0.7 miles Charlton School SE78HX
  14. 0.7 miles Right Choice Project SE186BB (23 pupils)
  15. 0.7 miles Charlton Park Academy SE78HX (203 pupils)
  16. 0.8 miles Woolwich Common Nursery School SE184DJ
  17. 0.9 miles Eglinton Junior School SE183SX
  18. 0.9 miles Nightingale Primary School SE187JJ (238 pupils)
  19. 0.9 miles Notre Dame Catholic Primary School SE183SJ (207 pupils)
  20. 0.9 miles Drew Primary School E162DP (446 pupils)
  21. 0.9 miles New Directions E162LS (172 pupils)
  22. 0.9 miles ASD Learning Centre - Woolwich SE186SW
  23. 1 mile Foxhill Centre SE183AT
  24. 1 mile Eglinton Infant School SE183PY

List of schools in Greenwich

School report

Cardwell Primary School

Frances Street, Woolwich, London, SE18 5LP

Inspection dates 19–20 June 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Pupils make excellent progress through the
Pupils’ achievement has continued to rise
All groups of pupils including disabled pupils
Relationships between staff and pupils are
school. Standards are consistently high in
reading, writing and mathematics by the time
they leave at the end of Year 6.
since the previous inspection. This is because
teaching has improved and is now
and those with special educational needs and
those from different ethnic groups achieve
exceptionally well.
excellent. As a result, pupils want to do well,
work hard and meet teachers’ high
expectations for their learning.
Pupils’ behaviour in lessons and around the
The school makes sure pupils are safe and
The headteacher provides highly effective and
Leaders and managers, including governors,
school is excellent. They are respectful and
considerate of the needs of others.
secure and pupils say they feel very safe in
inspirational leadership and is extremely well
supported by the deputy headteacher. As a
result the school has further improved from its
outstanding position at the previous inspection.
work exceptionally well together with a strong
team spirit. All staff strive to do their very best
for all the pupils.

Information about this inspection

  • The inspectors observed teaching in 18 lessons or part lessons, some of which were joint
    observations with the deputy headteacher. In addition, inspectors talked to pupils about their
    work, looked at books and listened to some pupils read.
  • Meetings were held with the headteacher and the deputy headteacher and other staff with key
    leadership responsibilities. Discussions were also held with pupils, governors and a
    representative from the local authority.
  • Inspectors looked at a wide range of documentation including: the school’s own check on its
    performance, including the quality of teaching; the school improvement plan; information on
    pupils’ progress; and documents relating to safeguarding.
  • There were not enough responses to the online questionnaire (Parent View) for inspectors to
    have access to the results, but they spoke to some parents at the start of the school day and
    received two written responses. They also looked at 20 questionnaires returned by staff.

Inspection team

Margaret Coussins, Lead inspector Additional Inspector
Teresa Davies Additional Inspector
Michael Jude Additional Inspector

Full report

Information about this school

  • The school is much larger than the average-sized primary school.
  • The school has a diverse ethnic population. The largest groups are of Black African or White
    British heritage. Most of the other ethnic groups are represented in smaller numbers.
  • The proportion of disabled pupils and those who have special educational needs supported at
    school action is above average. The proportion supported by school action plus or with a
    statement of special educational needs is also above average.
  • The proportion of pupils for who the school receives pupil premium funding is well above
    average. This is additional government funding provided to give extra support to those pupils
    known to be eligible for free school meals and to children who are looked after.
  • The school makes provision for the Early Years Foundation Stage in a Nursery class and two
    Reception classes.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress in reading, writing and mathematics.
  • There is a children’s centre on the school site, which is not managed by the school and therefore
    not included in this inspection.

What does the school need to do to improve further?

  • In order to sustain and further improve high levels of achievement in all areas, ensure that there
    is consistency by all staff in following the agreed school policies for teaching and learning.

Inspection judgements

The achievement of pupils is outstanding
  • Children start at the school in the Nursery or Reception classes with skills and knowledge that
    are generally well below those typical for their ages. They get an outstanding start to school and
    make excellent progress. They settle extremely quickly and enjoy learning. In 2013 the
    proportion that achieved a good level of development was well above that found nationally.
  • From their starting points, pupils make outstanding progress throughout the school and by the
    time they leave at the end of Year 6, standards in reading, writing and mathematics are
    significantly above national averages.
  • Pupils’ results in the national assessments at the end of Year 2 have shown a steady increase
    over the past three years. Pupils’ overall attainment by the end of Key Stage 2 has consistently
    been significantly above national averages for several years.
  • All groups of pupils achieve exceptionally well. This includes disabled pupils and those with
    special educational needs as well as those from different ethnic groups, a few of whom are
    learning English as an additional language.
  • The most able pupils also make excellent progress. In 2013 the proportion of pupils who
    reached the higher levels of achievement at the end of Year 2 and Year 6 was much greater
    than that found nationally. This is indicative of the high levels of challenge provided for the most
    able pupils throughout the school.
  • The school’s checks on progress and pupils’ work show that they are on track to sustain and
    improve on outstanding achievement by the end of this year.
  • A focus on writing has helped to motivate and engage all pupils, but particularly boys, who had
    been lagging behind girls. This has helped to close the gap between the achievement of boys
    and girls in writing, and in some cases boys are now doing better than girls.
  • In the 2013 Year 1 screening check for phonics (the sounds that letters make) the proportion
    reaching the required level was above average. Pupils of all ages are enthusiastic readers
    because reading for enjoyment is promoted exceptionally well throughout the school. Much work
    is initiated by high quality texts as a starting point for learning, which motivates and engages
  • In 2013, the attainment of pupils in Year 6 who were supported by additional funding was
    similar to their classmates in reading, around five months behind in writing and around 10
    months behind in mathematics. Currently, these pupils are making similar and sometimes better
    progress than others and the gaps in attainment have narrowed.
The quality of teaching is outstanding
  • Teaching has improved since the previous inspection and is now outstanding. As a result of
    skilful, motivating and enthusiastic teaching pupils are encouraged to think, and inspired to
    develop curious and inquiring minds.
  • Teachers’ expectations are high and pupils are expected to learn and behave as well as possible.
    A group of pupils agreed that, ‘Learning is hard sometimes, but that’s a good thing and teachers
    help you do it and it might mean we can go to university.’
  • Very positive relationships between pupils and adults promote excellent attitudes. Pupils become
    confident learners who feel valued, take risks in trying things out without fear of failure, and
    express their own ideas.
  • Displays and the use of information and communication technology are motivating and support
    learning very effectively.
  • In the Early Years Foundation Stage, staff are skilled and knowledgeable. They take every
    opportunity to very successfully develop children’s language, listening, communication and
    number skills. Children learn exceptionally well through, for example, high quality discussion and
    role-play activities both indoors and outside.
  • Staff quickly and accurately find out children’s abilities and interests when they start. This
    information is used very effectively to plan the next steps in learning for all children, including
    challenge for the most able.
  • Assessment procedures, including marking and feedback, have an excellent impact on learning.
    Not only do they give pupils useful information on how to improve but they also encourage them
    to reflect and evaluate their own progress and learning.
  • Teachers constantly check on how well pupils are doing and the progress they make. They
    ensure that work is planned that extends and challenges pupils’ learning, while at the same time
    effectively supporting those who may find learning more difficult.
  • Occasionally there is a little inconsistency in how effectively a few teachers apply the agreed
    whole-school approaches to learning, resulting in slightly lower expectations.
  • Teaching assistants are skilled, work very effectively with class teachers and contribute
    significantly to pupils’ learning.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding. They are very friendly and happy to talk to inspectors
    about their work and their school. For example, in the playground two girls approached an
    inspector and asked if they could show her around and tell her about the activities going on.
    Pupils enjoy school, which is reflected in improved and above average attendance.
  • The school fosters enthusiastic learners who are keen to rise to challenge and so develop high
    aspirations for their future. Consequently, pupils are keen to do well. They settle to work quickly
    in lessons, listening attentively and responding immediately to instructions.
  • The school’s work to keep pupils safe and secure is outstanding. Pupils say that the school helps
    them to stay safe outside school as well as in school as it helps them understand the potential
    risks and dangers outside of school. A group of boys agreed with one who said, ‘When you’re
    here, you’re safe and no one can get at you – you can forget all the other stuff for a bit.’
  • Pupils say that they are not aware of any bullying in school. In discussions, they show they have
    an excellent awareness of different types of bullying including prejudiced-based and cyber-
    bullying. They are very confident that if any problems were to arise, staff would deal with them
    quickly and fairly.
  • The inclusion team work relentlessly with pupils who may be at risk to help them manage their
    behaviour, develop resilience and build their self-esteem.
  • Most parents spoken to and those who wrote to inspectors think that pupils behave well and
    that the school keeps them safe.
The leadership and management are outstanding
  • The headteacher is an outstanding and inspirational leader of the school. Her skills and expertise
    are complemented by those of the deputy headteacher. Together they form an exceptionally
    strong, highly effective team and are passionate and relentless in their determination to provide
    the best possible learning and personal experiences for pupils.
  • The headteacher has created a culture of strong values and excellent attitudes. Her vision and
    ambition are shared and very successfully promoted by other senior leaders, staff and
    governors. Questionnaires returned by staff were overwhelmingly positive and show that they
    are extremely proud of the school.
  • Leaders work closely together and extremely effectively to accurately evaluate the strengths and
    areas for development in the school and drive forward improvement. High expectations,
    challenging targets and a commitment to teachers’ continuing professional development have
    raised the quality of teaching to outstanding.
  • One of the school's many strengths is the way leaders reach out to and include families and the
    community for the benefit of pupils. For example, the school employs two inclusion officers to
    work with pupils and their families to help remove or reduce challenging barriers to learning.
    Parents were very positive about the school and the support it offers them and their children.
  • The performance of teachers is managed very effectively. All staff know they are accountable for
    their work and particularly for pupils’ progress. Decisions on pay and salary progression are
    closely linked to how well teachers improve progress for the pupils in their class.
  • Senior leaders check the quality of teaching regularly and thoroughly. Extra support is given to
    any teacher who needs it so that their practice improves.
  • Subject leaders, especially for English and mathematics, provide excellent support and guidance
    to colleagues, as well as skills and expertise in their areas.
  • The school provides an exciting, rich and broad range of subjects, which are carefully chosen to
    develop key skills and meet the interest of the pupils. Music, art, drama and sports have a high
    focus, and pupils enjoy excellent opportunities to apply their skills across different subjects. An
    excellent range of additional activities and trips enriches pupils’ learning and broadens their
  • Pupils’ spiritual, moral, social and cultural development underpins all of the school’s work. The
    school is committed to including all pupils, whatever their backgrounds or needs. Leaders ensure
    that everyone has an equal opportunity to learn successfully and that they are treated fairly
    without fear of any type of discrimination.
  • Additional funding is used to provide extra adult support for pupils in literacy, numeracy and
    personal development. Its impact is monitored carefully to ensure there are significant benefits
    for pupils.
  • Safeguarding arrangements meet statutory requirement, are well known and implemented by all
    staff. Policies and procedures are regularly reviewed and monitored and staff are kept up to date
    with training.
  • The local authority has provided ‘light touch’ support to this outstanding school.
  • The governance of the school:
    The governing body has strengthened its monitoring arrangements since the previous
    inspection and is fully involved in the procedures to evaluate the work of the school.
    Governors are knowledgeable about data on pupils’ achievement and know how well the
    school is doing in relation to other schools. They know the school well, understand very clearly
    what the strengths and areas for development for the school are and know the key questions
    to ask. This enables them to challenge as well as support and hold the school to account for
    its performance. They visit regularly and are committed to its continuing improvement. They
    have a clear overview of the quality of teaching and the pay and promotion process.
    Governors are fully aware of how the school is spending additional funding, and check the
    impact this has on pupils’ achievement. The governing body meets its statutory requirements,
    including those for safeguarding, and makes sure that finances are managed well.

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 100155
Local authority Greenwich
Inspection number 444351

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 492
Appropriate authority The governing body
Chair John Fahy
Headteacher Carol Smith
Date of previous school inspection 13–14 June 2011
Telephone number 020 88541051
Fax number 020 88546060
Email address reveal email: head…


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