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Cippenham Primary School Closed - academy converter March 31, 2012

see new Cippenham Primary School

Cippenham Primary School
Elmshott Lane
Cippenham
Slough
Berkshire
SL15RB

01628 *** ***

Headteacher: Mrs Bernadette Thompson

Website: www.cippenham-jun.slough.sch.uk

School holidays for Cippenham Primary School via Slough council

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Primary — Foundation School

URN
110088
Education phase
Primary
Establishment type
Foundation School
Establishment #
5200
Close date
March 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 494046, Northing: 180751
GPS coordinates
Latitude: 51.518, Longitude: -0.64599
Accepting pupils
4—11 years old
Ofsted last inspection
Nov. 28, 2011
Region › Const. › Ward
South East › Slough › Cippenham Green
Area
Urban > 10k - less sparse
Special classes
Has Special Classes
Trust school
Is supported by a Trust

Rooms & flats to rent in Slough

Schools nearby

  1. Cippenham Primary School SL15RB (685 pupils)
  2. 0.1 miles Cippenham Nursery School SL15NL (156 pupils)
  3. 0.1 miles Cippenham Infant School SL15JP
  4. 0.1 miles Cippenham Infant School SL15JP (264 pupils)
  5. 0.4 miles Western House Infant School SL15EJ
  6. 0.4 miles Madni Institute SL15PR (41 pupils)
  7. 0.5 miles Jonathan Miller School SL16LZ
  8. 0.5 miles Haybrook College PRU SL16LZ
  9. 0.5 miles Haybrook College SL16LZ
  10. 0.5 miles Western House Primary School SL15TJ (645 pupils)
  11. 0.5 miles Haybrook College SL16LZ (40 pupils)
  12. 0.5 miles Haybrook College PRU SL16LZ (84 pupils)
  13. 0.5 miles Western House Primary School SL15TJ
  14. 0.7 miles Our Lady of Peace Catholic Infant and Nursery School SL16HW (321 pupils)
  15. 0.7 miles Our Lady of Peace Catholic Junior School SL16HW (357 pupils)
  16. 0.7 miles Priory School SL16HE (832 pupils)
  17. 0.8 miles The Westgate School SL15AH
  18. 0.8 miles Slough Activate SL14AU
  19. 0.8 miles The Westgate School SL15AH (982 pupils)
  20. 1 mile Lent Rise Combined School SL17NP (420 pupils)
  21. 1 mile Burnham Grammar School SL17HG
  22. 1 mile Burnham Upper School SL17LZ
  23. 1 mile Burnham Grammar School SL17HG (943 pupils)
  24. 1 mile The E-Act Burnham Park Academy SL17LZ (666 pupils)

List of schools in Slough

Ofsted report transcript

Age group 4−11
Inspection date(s) 28−29 November 2011
Inspection number 375376

Cippenham Primary School

Inspection report

Unique Reference Number 110088
Local Authority Slough
Inspect ion number 375376
Inspect ion dates 28−29 November 2011
Report ing inspector Lorna Brackstone HMI

This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills (HMCI) the authority to cause any school to

be inspected. The inspection was also deemed a section 5 inspection under the same Act.

Type of school Primary
School category Community
Age range of pupils 4−11
Gender of pupils Mixed
Nu mber of pupils on the school roll 614
Appropriate authority The governing body
Chair Harish Rutti
Headteacher Nicky Willis
Date of prev ious school inspection 29−30 April 2010
School address Elmshott Lane
Cippenham
Slough
SL1 5RB
Telephone number 01628 604665
Fax number 01628 660696
Email address office@cippenham-pri.slough.sch.uk

Introduction

This inspection was carried out by one of of Her Majesty’s Inspectors and three
additional inspectors, who observed teaching and learning in 23 lessons or part-
sessions, taught by 21 different teachers. The inspectors met with pupils, staff,
parents, carers and members of the governing body. They observed the school’s
work, and looked at school documentation including teachers’ planning, assessment
information and safeguarding policies. They also scrutinised samples of pupils’ work.
The lead inspector spoke to a group of parents and carers and considered the

findings of the school’s most recent parental survey.
The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Improvements to the quality of teaching, the leadership and management of
    the school, the rate of pupils’ progress and the school’s overall effectiveness
    since the previous inspection.
  • The achievement of pupils known to be entitled to free school meals and those
    who have special educational needs and/or disabilities.

Information about the school

This very large primary school not only serves the local area, which consists of
mainly private housing, but also accommodates children from across the wider
Slough area. The proportions of pupils known to be eligible for free school meals and
of those who have special educational needs and/or disabilities are average. Almost
three quarters of the pupils are from minority ethnic groups. Half of all the pupils use
English as an additional language. At the time of the previous inspection this school
was known as Cippenham Junior School and educated pupils aged seven to 11. In
April 2010 the school was judged to be providing an inadequate education, with

significant weaknesses in pupils’ progress, the quality of teaching and in its

leadership and management. Just prior to this outcome, the school offered to
accommodate an unexpected rise in the number of children aged four to seven who
required a place within the wider Slough area. Some of these pupils are transported
across the town by the school minibuses. In September 2010 it became formally
known as Cippenham Primary School, catering for children aged four to 11.
Currently, there are two classes for Reception and Year 1 and one class for Year 2
pupils. Years 3, 4, 5, and 6 consist of four parallel classes. Most children in Years 3 to
6 have transferred across from Cippenham Infant School which shares the same site
as the junior school. The proportion of pupils joining or leaving the school at other
than the usual times is higher than average in Reception and Years 1 and 2 because
some pupils transfer to their local schools when places are found. Most of the pupils
who are currently in Years 3 to 6 live locally to the school. A new headteacher took
up her post in November 2010. The core leadership team consists of the headteacher
and two deputy headteachers who were in post at the time of the previous
inspection.

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? 3
The school’s capacity for sustained improvement 2

Main findings

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief

Inspector is of the opinion that the school no longer requires special measures.
In a very short period of time this school has been successfully transformed from an
inadequate junior school into an effective primary school which provides satisfactory
value for money. The school has effectively tackled the issues raised in the previous
inspection although it recognises that there is more work to be done. Self-evaluation
is largely accurate. The key drive in achieving this has been the unrelenting focus of
the core leadership team, which has tirelessly strived to secure an acceptable level of
teaching and learning for all the pupils. Given the exceptional speed in which the
headteacher has established effective Early Years Foundation Stage provision,
satisfactory and rapidly improving education in Years 1 and 2, and been very ably
supported by her two deputies in rectifying weaknesses in Years 3 to 6, the school
demonstrates a good capacity to improve further.
The school has a number of good features.

 The pupils’ enjoyment of school, which is reflected in the high attendance rates.

 The pastoral care, support and guidance given to pupils and the safeguarding

procedures which enable the pupils to feel safe.

 Pupils’ clear understanding of how to conduct themselves in and around school

and the way in which they work and play well together.

 The pupils’ ability to be reflective and share in each other’s cultural differences.

 Their involvement in decision-making within school and participation in wider

community events.

 The pupils’ clear understanding of eating healthily and exercising regularly.

 Positive links with parents and carers who appreciate the openness of the

headteacher, the deputies and classroom teachers.

 The range of partnerships, which enhance well the provision offered by the

school.

 The effectiveness of the Early Years Foundation Stage, especially given that it

has only been established for just over one year.

Although there are examples of good quality teaching in most year groups, there are
inconsistencies which result in satisfactory achievement for pupils in Years 1 to 6.
This includes minority ethnic groups, those with special educational needs, those for
whom English is an additional language, those known to be entitled to free school

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

meals and those using English as an additional language. More-able pupils are not
always given enough challenge. The rigorous and systematic tracking and monitoring
procedures, undertaken by the core leadership team, have improved the profile of
teaching and learning. They have also recognised that the information on pupils’
progress is not consistently assessed with accuracy, and the steps individuals need to
take to move on in their learning are not always clear. Consequently, the core
leaders know that the next step in school improvement is to involve middle managers
in this process. Despite one or two governors undertaking key responsibilities, their
involvement in school life is minimal.
Up to 40% of the schools whose overall effectiveness is judged satisfactory may
receive a monitoring visit by an Ofsted inspector before their next section 5
inspection.

What does the school need to do to improve further?

  • Improve the quality of teaching to be consistently good by:
    ensuring that lessons move at a brisk pace
    enabling pupils to be more involved in sessions
    consistently planning lessons where the tasks set meet the needs of
    the varying abilities of the pupils, including the more able
    facilitating the involvement of subject leaders and year group
    managers in lesson observations which evaluate the quality of
    teaching and learning.
  • Refine the use of assessment information by:
    ironing out inconsistencies in the quality of feedback and guidance
    given to pupils through teachers’ marking
    ensuring that subject leaders and year group managers are involved
    and take responsibility for analysing and evaluating the assessment
    data.
  • Improve the involvement of the governing body in the life of the school by:
    encouraging members of the governing body to attend training which
    will help them understand their role
    providing formal and informal opportunities for governors to visit
    lessons and talk to staff.
    Although very variable, many of the children who start school at the age of four have
    poorly developed communication, language and literacy skills and weak personal
    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
    development. They make good and often outstanding progress in the Early Years
    Foundation Stage. Their achievement is good and they acquire skills above the
    nationally expected levels for this age group. These standards are adequately
    maintained in Years 1 and 2. Currently, the vast majority of pupils join the school at
    the age of seven. They start Year 3 with standards that are broadly average. All
    pupils, including those with special educational needs and/or disabilities, those who
    are from minority ethnic groups, those for whom English is an additional language,
    and those who are entitled to free school meals, make satisfactory progress. Scrutiny
    of pupils’ current work and lesson observations indicates that standards are broadly
    average and overall achievement from their specific starting points is satisfactory.
    This reflects national test results over the past few years.
    The pupils are polite and courteous young people whose conduct in and around
    school is impressive. Even when they may be unchallenged in their lessons, the
    pupils behave well and have a good understanding of their actions upon others.
    Pupils feel completely safe and know that if any incidents occur that concern them,
    there is always someone they can go to for help. They demonstrate a good
    understanding of school rules and the older pupils show considerable pride in their
    roles as peer mentors and house captains. Their involvement in the school council
    and organising stalls at the school fair, coupled with regular participation in fund-
    raising events and willingness to organise an afternoon tea for senior citizens
    demonstrate their good involvement in their own and the wider community. They are
    reflective thinkers who take time to consider other people’s feelings and values.
    Given the richness in the diversity of their classmates, they take time to thoughtfully
    consider each other’s faiths and customs. Their knowledge of eating sensibly and
    ensuring their muscles are warmed up prior to taking vigorous exercise, exemplify
    their detailed understanding about maintaining a healthy lifestyle. Nevertheless,
    despite these strong personal outcomes, including their high level of attendance,
    their preparation for the next stage of education is satisfactory because academic
    standards are average.
Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
1
3

3

3
3

The extent to which pupils feel safe 2
Pupils’ behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2

1

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

and 4 is low

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

The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance
1
1

3

The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

In the best lessons teaching moves along at a good pace and pupils are challenged
with activities that meet their individual needs. In these sessions teachers confidently
model the skills to be taught and encourage pupil discussion in pairs. Pupils also
make good gains in their learning when they respond to questions which have been
skilfully designed by the teacher to deepen their knowledge. Nevertheless, there is
too much inconsistency in the quality of teaching. Lessons are less effective when
the pace of learning is slow, pupils are required to sit listening to their teachers for
inappropriately long periods of time, and opportunities for discussion are missed.
Although a very small proportion of pupils regularly attend a gifted and talented
session, more-able pupils are not sufficiently challenged on a day-to-day basis in
class. In the pupils’ books there are some good examples of how teachers support

pupils’ learning well by providing helpful comments. However, there is not a

consistent approach through the school and this means that not all pupils understand
what they need to practise. Pupils know what National Curriculum levels they are
working towards but they are not clear what the next step in their learning should
be. This is because not all teachers make sufficient use of available assessment data
to target and accelerate individual progress.
An interesting thematic approach to the curriculum has recently been introduced. By
linking the development of skills across different subjects, learning has become more
meaningful. However, this approach to the curriculum has yet to embed securely and
influence faster rates of progress. The curriculum is well enriched through an
exceptionally wide range of extra-curricular activities and trips. The residential trips

to the Isle of Wight and Swanage provide a good boost for pupils’ personal

development.
Consequences of the good care provided by the school are the many impressive
aspects of pupils’ personal development, including their high rate of attendance. Staff

have a good understanding of pupils’ pastoral needs and cater for these sensitively.

Good quality advice and guidance are given to all pupils and their parents and carers
when needed. Full use is made of a wide range of external expertise to support

pupils’ needs when required. Staff engage well with parents and carers and keep
them informed about their children’s academic and personal progress at school. They

are vigilant in ensuring pupils’ safety. During short individual or group sessions,
pupils with special educational needs and/or disabilities and those for whom English
is an additional language are supported well in their learning. In-class support and
guidance for specific groups of pupils are satisfactory but lack a sharp focus on
meeting the needs of individuals.

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 quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning
3

3

The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
3
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Despite a restructuring of the building to accommodate three key stages and
difficulties in recruiting permanent staff, members of the core leadership team have
not faltered in their vision, ambition and determination to ensure that the school
provides the best possible education. Through rigorous monitoring systems they
have quickly identified weaknesses in teaching and rapidly provided support. They
use systems to track and analyse pupils’ progress and evaluate the impact of
teachers’ performance. However, the skills of subject leaders and year group
managers are at an early stage of development. They do not fully understand these
systems and some have not received relevant training. The school identifies and
tackles any discrimination and actively promotes equal opportunity but understands
that attention is not yet focused directly enough on identifying differences in pupils’
progress. Although governors are supportive and discharge their statutory
responsibilities and ensure that pupils are kept safe, most are not visible within the
school community. Consequently, their ability to offer support and challenge is
limited and there are not enough members of the governing body holding the school
to account.
There is generally plenty of information available to parents and carers who
particularly appreciate the emails and texts they receive. Good use is made of all
partner organisations to boost the work of the school. For example, the school works
closely with a cluster of schools to provide opportunities for gifted and talented
pupils while the Early Years Foundation Stage and Years 1 and 2 benefit from close
links with the local infant school. The plan to promote community cohesion is an
integral part of their school development and links closely with the thematic
curricular approach. Liaison is strong with the local emergency services and a major
confectionary company. As the hosts for the extended schools partnership, they are
at the hub of these services which include adult learning classes. Effective links with
the local church and temple, coupled with pupil pen pals in Australia and a focus on
famous black singers and sportsmen during Black History Month, enhance pupils’
good understanding and reflective appreciation of the wider 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

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and
driving improve ment
Taking into account:
The leadership and management of teaching and learning
3

3

The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
met
3
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
3
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for
money
3

Early Years Foundation Stage

Children get off to a strong start in Reception. They enjoy their learning and make
good progress because of the well-organised and well-planned provision for them.
Their welfare and safety are given a high priority. The strong partnership with
parents and carers is evident in the warm relationships and informal rapport shown
as parents and carers accompany their children into school. As a result, children
settle quickly into routines, gain in confidence, behave well and learn to work well in
groups. There is a good balance between those activities led by adults and those
which children choose for themselves. Activities are punctuated with questions and
prompting to ensure children get the most from their play. Learning is made very
exciting by the enthusiastic teachers who captivate the imagination of these
youngsters. This was exemplified well when their topic on fairy tales was brought to
life by a video clip of a castle complete with princess and tiara. Resources are used
well to set up stimulating play both inside and in the outdoor area. For instance, the

role play was turned into a crime scene after the discovery of ‘Sleeping Beauty’ and
following the departure of ‘The Three Bears’, their cottage in the outside area was let

out as a holiday rental.
Until very recently, the Early Years Foundation Stage team has been led and
managed well by the headteacher, who used her specialist expertise to shape the
direction of the developing provision. The newly appointed leader, working closely
with her colleague, liaises with neighbouring nurseries and playgroups to ensure that
transition into school is smooth. They make notes of significant moments in

children’s learning in order to build up a cumulative record of their progress. These
include verbatim records of conversations which illustrate how well children’s use of
language is developing. Nevertheless, ways to assess the children’s work are still at

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

the early stages of development and do not always precisely reflect accurate levels of
attainment. Although children have numerous opportunities to make marks on paper
and develop their writing skills, their progress in developing a secure understanding
of the relationship between letters and sounds is not as evident as it could be.

These are the grades for the Early Years Foundation Stage

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

2

2
2

Views of parents and carers

The inspection began as a monitoring visit and was converted into a section 5
inspection because the school has made good progress in the past year and has
been removed from special measures. Consequently, it was not possible to send an
inspection questionnaire to parents and carers to canvass their views. However, the
team extensively sought parents’ and carers’ views around the school and findings
confirm that the majority are overwhelmingly positive and appreciative of the

school’s work and the progress which has been made in the past year. Parents and

carers are pleased with the school ethos and say that their children are happy and
make good progress. They are particularly appreciative of the fact that the
headteacher and staff are always willing to see them to discuss any concerns.

Responses from parents and carers to Ofsted’s questionnaire

Parental questionnaires are not normally distributed for inspections conducted under
section 8 of the education Act 2005, unless inspectors have specific reasons to
request that the school does so.

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 43 47 10 0
Primary schools 6 46 42 6
Secondary
schools
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
units
14 50 31 5
All schools 10 44 39 6

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 08 April 2011 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
    improvement.
  • Outcomes for individuals and groups of
    pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    support.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

30 November 2011
Dear Children

Inspection of Cippenham Primary School, Slough SL1 5RB

Thank you for talking to us and sharing your work with us when we visited your
school. Many of you told us that you love coming to school and this is reflected in
your excellent attendance rates. We could see how much you enjoyed getting along
with each other and you all behave well. Your good knowledge of eating sensibly,
keeping fit and knowing who to go to if you have a problem demonstrated to us how
you keep healthy and safe. These are some of the other things we found.

  • You achieve well in Reception but could do even better in Years 1 to 6.
  • When lessons move at a pace and teachers involve you in the learning, you
    make good progress. You confidently explain what national levels you are
    working towards but it would help if you knew what you had to do to achieve
    these.
  • You make a good contribution to your own school community and your
    involvement in fund-raising events and hosting senior citizens demonstrates the
    full part you take in the wider local community.
  • You are reflective thinkers and your good social skills have been enhanced
    through the wide range of exciting enrichment activities.
  • Your parents and carers appreciate the regular communication. The links
    developed with other schools, the emergency services and the local places of
    worship support your learning well.

We have judged that your school is satisfactory and have asked all the adults who
lead and manage your school to make sure that the teaching in Years 1 to 6 is
always of at least a good quality and that your progress is carefully tracked so that
you are all supported and challenged in your work so you attain better standards in
Years 1 to 6. We have also asked the members of your governing body to become
more involved in the life of the school so that they can support and help to improve
its work.
We wish you every success in the future.
Lorna Brackstone
Her Majesty's Inspector

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