School etc

Cardwell Primary School

Cardwell Primary School
Frances Street
Woolwich
London
SE185LP

phone: 020 88541051

headteacher: Ms Carol Smith

web: www.lgfl.net/lgfl/leas/greenwich/schools/cardwell/

school holidays: via Greenwich council


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

220 boys 45%

3y304a74b84c115y306y307y258y279y2610y26

270 girls 55%

≤ 243y454a104b134c95y306y297y348y339y3110y30

Last updated: July 21, 2014


Primary — Community School

URN
100155
Education phase
Primary
Establishment type
Community School
Establishment #
2877
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
Area
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
33.00

Rooms & flats 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


Cardwell Primary School

Inspection report

Unique Reference Number 100155
Local Authority Greenwich
Inspect ion number 363635
Inspect ion dates 13–14 June 2011
Reporting inspector Liz Duffy

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
Nu mber of pupils on the school roll 475
Appropriate authority The local authority
Headteacher Carol Smith
Date of prev ious school inspection 7 November 2007
School address Frances Street
London
SE18 5LP
Telephone number 020 8854 1051
Fax number 020 8854 6060
Email address reveal email: s…@cardwell.greenwich.sch.uk
Age group 3–11
Inspect ion dates 13–14 June 2011
Inspect ion number 363635

Introduction

This inspection was carried out by four additional inspectors. They observed 18 lessons
taught by 15 teachers. Meetings were held with the staff, members of the governing body

and pupils. The inspectors looked at a wide range of data and documentation, including

the school improvement plan, school policies, assessment data and minutes of governing
body meetings. The responses to questionnaires completed by staff, pupils and 95 parents
and carers were also analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The current levels of attainment and rates of progress of all pupils.
  • The quality of teaching and how well teachers use assessment and marking.
  • The extent to which leaders and managers are driving and securing improvement.

Information about the school

Cardwell Primary School is a large, oversubscribed two-form entry primary school. The
proportion of pupils known to be eligible for free school meals is higher than average. The
proportion of pupils with special educational needs and/or disabilities is higher than
average. The school is ethnically diverse; pupils of Black African heritage form the largest
ethnic group. Just over half of the pupil population speak English as an additional
language. All pupils are fluent speakers of English. The Early Years Foundation Stage
caters for children in the Nursery and Reception years.
The school is a full service extended school, with a children's centre based on site which is
managed by Pound Park Nursery and Children's Centre. This is reported on separately.
The school coordinates a range of local services for children and families, including
extended provision for adults. The school has several awards reflecting its commitment to
promoting pupils' healthy lifestyles, provision for the arts and its work with partnerships
and the community.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, 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

Cardwell Primary School provides an outstanding education for its pupils. It is truly holistic
in its approach to looking after the needs of the whole child, the family and the local
community. Parents know this and are overwhelmingly positive in their view of the school.
One comment typified many: 'A wonderful school providing my children with skills needed
in a fair and firm manner'. Pupils are highly considerate and very supportive of one
another and this is due to their very strong moral, social and cultural development.
Behaviour is outstanding in lessons and the atmosphere in the school is calm and friendly.
Pupils' spiritual development is excellent.
The exemplary care, guidance and support that is provided along with excellent
relationships with parents, carers, and local services for children and their families help
pupils to achieve high standards by the end of Year 6. Safeguarding practice is excellent
and pupils say they feel safe at school at all times. Results are well above the national
average. Improvements in performance have been sustained over the past three years
and results continue to rise. Progress is outstanding in Years 1 to 6. All groups of pupils
are encouraged to fulfil their potential and this is equally true of pupils with special
educational needs and/ disabilities. The robust systems for monitoring the quality of
lessons, the tracking of assessment and the performance of pupils provide leaders with a
wealth of information from which weaknesses are identified and tackled rigorously. Less
secure is the use of assessment upon entry into the Early Years Foundation Stage. Senior
leaders have accurately identified this as an area for improvement. Good progress is made
by children in this stage. Performance in the area of calculation in the Early Years
Foundation Stage is less strong.
Teaching is solidly good with a minority of lessons that are outstanding. Lessons are
planned carefully to take account of pupils' different needs and abilities. Pupils benefit
from a range of strategies to challenge them further, such as the flexible use of small
teaching groups for extension and consolidation. Sometimes teachers' verbal questioning
is not well matched to the abilities of the pupils. The excellent curriculum and rich variety
of extra-curricular activities enable pupils to achieve in many different ways and to enjoy
their time at school. Many take part in the wide range of sporting opportunities.
Particularly successful is the way in which the school promotes healthy lifestyles, reflected

in its status as a Healthy School. Pupils have an excellent understanding of the importance

of diet and exercise.
Members of the governing body share the vision for the school and are aware of their
duties and role in supporting as well as challenging the school. The involvement of
governors in school evaluation procedures is satisfactory. The school's success with raising
pupils' attainment, accelerating their progress in their all-round development, rising

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

attendance, together with leaders' accurate self-evaluation of its effectiveness and
priorities, show that it is very well placed to secure further improvement.

What does the school need to do to improve further?

  • Raise attainment for children in the Early Years Foundation Stage by:
    sharper planning and delivery of calculation
    analysing assessment on entry to fully identify accurately children's starting
    points
    using information from assessment to challenge those who are more able.
  • Strengthen the involvement of governors in the school's self-evaluation procedures.
Outcomes for individuals and groups of pupils 1

In the past three years pupils have made outstanding progress to leave with significantly
above average standards at the end of Year 6 from starting points that have been below
those seen nationally. Lower ability pupils attained significantly higher than expected in
2010 and higher ability pupils surpassed their predicted success rate. The profile of
attainment on entry has changed in recent years and now most pupils start in line with
what is expected of them. The high quality work currently completed demonstrates that
this picture of high attainment is the same. For example, in a Year 5 literacy lesson during

a descriptive writing task one boy wrote, ' the waves crashing against the rocks like a

giant's heartbeat' and in a Year 3 science lesson, one girl was able to explain in detail the
scientific process of a fair test. Compared to last year there has been a slight dip in the
number of Year 6 pupils attaining Level 5 in mathematics. These are mainly pupils who
have recently joined the school and they are benefitting from extra support in lessons.
Pupils who have special educational needs and/or disabilities continue to perform much
better than their peers nationally.
The pupils confirm that they feel safe in and around the school and there are very few
incidents of bullying or racial harassment. This is due to the excellent understanding pupils
have of their behaviour and how it affects others in the school community. They show
high consideration for each other; for example, two girls invited another pupil who was
not playing to skip with them even though she was from a different class and year group.
There have been no exclusions at the school for the past three years.
Key strengths are seen in pupils' spiritual, moral, social and cultural development, in
pupils' appreciation of the different ethnic backgrounds represented in the community and
their ability to embrace new experiences which broaden their understanding. Pupils'
contribution to the school and wider community is good. Pupils have taken part in
community events such as the Greenwich Holocaust memorial. Opportunities for older
pupils to support younger pupils are limited. School councillors are proud of their role in
developing the fruit and vegetable garden which has raised awareness of ecology and
healthy living. Pupils have an excellent understanding of what it means to be healthy and
benefit from a variety of initiatives such as Fit to Succeed and Let's Get Cooking family
classes. Pupils are well prepared for future life as demonstrated by the learning outcomes
and pupil questionnaires where a very large majority agree that they are prepared for

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

their next steps. Persistent absenteeism has reduced rapidly and overall attendance is
above average.

These are the grades for pupils' outcomes

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

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?

The progress of pupils in Years 1 to 6 is outstanding due to the excellent early support
with learning, excellent care, guidance and support, an excellent curriculum and good
teaching. Teaching is solidly good and is moving towards being outstanding. All lessons
observed were at least good. This matches the school's own self-evaluation and mirrors
the statistics of the school's monitoring of lessons.
Teachers establish and maintain positive relationships with pupils, creating a learning
environment that is highly nurturing and celebratory. A wide variety of activities and the
use of new technologies make learning fun and pupils enthusiastically tackle problems.
Paired talk is used widely to help pupils clarify ideas and to extend learning. Teachers
deploy learning support assistants well and frequently the questions they pose help to
deepen pupils' thinking. Marking is good with helpful comments given to pupils on how to
improve. However, at the end of some lessons pupils are not given sufficient opportunity
to review progress or consider their next steps in learning.
Care, guidance and support for pupils are outstanding, for example, the inclusion team
works tirelessly with the other adults in the school to meet the many and varied needs of

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

pupils and their families. Along with the teachers, the inclusion team is committed to
overcoming all barriers to learning, and knows that by working with families and
supporting the wider community, it is giving the best possible chances to pupils.
Work experience provided through visiting local businesses and restaurants, and through
some pupils being members of the construction crew for the 2012 Olympics, demonstrates
the rich variety of curricular experience. The flexibility of provision, reinforcement of
literacy and numeracy in the other subjects and the responsiveness to individuals' needs
ensure that all pupils achieve highly and enjoy learning.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
2
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
1
The effectiveness of care, guidance and support 1

How effective are leadership and management?

As the parents say, the 'amazing' headteacher, ably supported by outstanding leaders,
'makes a real difference' to the lives of the pupils in her care. Morale is high and staff
share her ambitious vision for the school. The headteacher is an inspirational leader who
has the ability to aim for and reach her goals, however challenging. The roles of middle
leaders have been developed successfully. Through diversifying roles, investing in the
professional development of staff and encouraging others to take on senior leader
responsibilities, the school has continued to make great strides with the improvement of
learning. A detailed monitoring schedule involves all leaders and the thoroughness of
evaluation gives a comprehensive and accurate picture of performance. The introduction
of progress meetings, in which teachers look at the performance of pupils alongside the
school's tracking procedures, ensures a ready response to problems and issues. A close
focus on safeguarding and strong links with external agencies and with the children's
centre result in exemplary practice in these areas.
The school has a very clear understanding of its own religious heritage and cultural
diversity within the local community. It makes a good contribution to community cohesion
and good use of its community links. For example, the school has developed a link with a
primary school in Scotland and has also fund raised with other local schools for the
development of a school in Uganda. The school is in the process of developing its
international links with schools abroad to broaden learning in the classroom. While the
outstanding provision ensures equality of access to learning and discrimination is not
tolerated, difficulties with recruiting and retaining governors have resulted in limited
involvement in their monitoring of equalities and community cohesion. The strategic steer
from governors in these two areas is satisfactory. The lack of a formalised programme to
link governors with teachers has also limited their monitoring role. The school provides
excellent value for money, and has outstanding capacity for further improvement.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
1
Taking into account:
The leadership and management of teaching and learning
1
The effectiveness of the governing body in challe nging and support ing the
school so that weaknesses are tackle d decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
2
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohes ion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

Most children enter the Nursery with age-related knowledge and skills. Children make
good progress in the Nursery and Reception classes because of the good range of learning
experiences that teachers provide for them. They give the children a good balance of
teacher-directed and self-chosen learning activities. Particular strengths are the
development of social skills and literacy. Progress in calculation is not as strong. Children
are happy in their learning. The focus on 'every child being a talker' has h ad a marked
impact and children are confident talking to adults. They are polite and courteous to each
other. The environment is safe and children are supervised at all times.
Staff undertake thorough observations when children enter the Nursery, however, these
observations are not analysed fully to inform children's starting points in all the required
areas of learning. Assessments are regular and help inform planning but members of staff
do not use the assessment information sufficiently to challenge the more able children.
The leader and teachers have a good understanding of the strengths and weaknesses of
provision and there are firm plans for improvement. Regular tracking and monitoring help
with strategic planning.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

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

Views of parents and carers

Parents and carers are highly supportive of the school. A group of parents and carers
spoke extensively about the excellent support they receive with their children. All who
responded to the questionnaire agreed that their child felt safe at school, that their child
enjoys school and that teaching is good. Inspectors found this to be the case. Overall, all
parents and carers agree that they are happy with the experiences their child receives at
the school. One parent commented: 'I like the way the teachers have time to talk about
my child's day.' Very few parents commented on areas where they would like to see
improvement.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Cardwell 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 95 completed questionnaires by the end of the on-site inspection. In total,
there are 475 pupils registered at the school.
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%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 72 76 22 23 0 0 0 0
The school keeps my child
safe
64 67 30 32 0 0 0 0
My school informs me about
my child's progress
54 38 38 40 3 3 0 0
My child is making enough
progress at this school
58 61 35 37 2 2 0 0
The teaching is good at this
school
61 64 33 35 0 0 0 0
The school helps me to
support my child's learning
53 56 39 41 2 2 0 0
The school helps my child to
have a healthy lifestyle
46 48 43 45 3 3 0 0
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)
46 48 39 41 2 2 0 0
The school meets my child's
particular needs
42 44 47 49 1 1 1 1
The school deals effectively
with unacceptable behaviour
54 57 36 38 3 3 0 0
The school takes account of
my suggestions and concerns
45 47 42 44 3 3 1 1
The school is led and
managed effectively
53 56 36 38 5 5 0 0
Overall, I am happy with my
child's experience at this
school
63 66 32 34 0 0 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These 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

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

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 are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

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
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils' needs, including, where relevant,
through partnerships.
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.

15 June 2011
Dear Pupils

Inspection of Cardwell Primary School, Woolwich SE18 5LP

Thank you for making us welcome when we visited your school recently. We were
incredibly impressed by your politeness to adults and your consideration for each other.
We thought that your attitudes to learning were remarkable. You thoroughly enjoy
learning and make the most of the excellent opportunities that are made available for you.
The hard work of staff helps you to make the best possible progress and the way in which
the school cares for you is among the best we have ever seen. It is a truly outstanding
school.
Even though your school is so exceptional there are two aspects which we feel governors
and staff should do to make it even better.

  • Improve the standards that are reached in Nursery and Reception classes.
  • Involve governors more in helping staff to evaluate how well you are doing.

I am sure you will continue to help your school be the best it can be. All of you can help
by staying enthusiastic in your learning and by carrying on being kind to others.
Yours sincerely

Liz Duffy
Lead inspector

.

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