Cranford Park Primary School Closed - academy converter Aug. 31, 2012
Headteacher: Mr M Young
School holidays for Cranford Park Primary School via Hillingdon council
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 509803, Northing: 178578
- GPS coordinates
- Latitude: 51.495, Longitude: -0.41966
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- May 18, 2010
- Region › Const. › Ward
- London › Hayes and Harlington › Pinkwell
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Park Federation
- Cranford Park Junior School UB34LQ
- Cranford Park Infant School UB34LQ
- Cranford Park Academy UB34LQ (868 pupils)
- 0.7 miles Harlington School UB31PB (1075 pupils)
- 0.8 miles Botwell House Catholic Primary School UB32AB (704 pupils)
- 0.8 miles Cranford Community College TW59PD
- 0.8 miles Hounslow PRU (Asylum and Refugees) TW59PD
- 0.8 miles Cranford Community College TW59PD (1453 pupils)
- 0.9 miles Pinkwell Junior School UB31PG
- 0.9 miles Pinkwell Infant School UB31PG
- 0.9 miles William Byrd School UB35EW (596 pupils)
- 0.9 miles The Cedars Primary School TW59RU (56 pupils)
- 0.9 miles The Parkway School TW59RU
- 0.9 miles Pinkwell Primary School UB31PG (991 pupils)
- 0.9 miles Pinkwell Primary School UB31PG
- 1.1 mile Glebe Nursery School UB25JT
- 1.1 mile Featherstone Primary and Nursery School UB25JT (712 pupils)
- 1.2 mile Minet Junior School UB33NR (474 pupils)
- 1.2 mile Minet Nursery and Infant School UB33NR (476 pupils)
- 1.2 mile Lake Farm Park Academy UB31JA
- 1.3 mile Guru Nanak Sikh College UB40LT
- 1.3 mile Guru Nanak Sikh Primary School UB40LT
- 1.3 mile Guru Nanak Sikh Voluntary Aided Secondary School UB40LT
- 1.3 mile Guru Nanak Sikh Academy UB40LT (1376 pupils)
Ofsted report transcript
Cranford Park Primary School
102415Unique Reference Number
12 June 2007Inspection date
Nicola DaviesReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
PrimaryType of school
311Age range of pupils
MixedGender of pupils
Number on roll
The governing bodyAppropriate authority
Mr S KhanChair
Dr M YoungHeadteacher
30 April 2001Date of previous school inspection
Phelps WaySchool address
020 8573 3453Telephone number
020 8813 6189Fax number
12 June 2007Inspection date
© Crown copyright 2007
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: Cranford Park Primary School, 12 June 2007
The inspection was carried out by an Additional Inspector.
Description of the school
This is one of the largest primary schools in England. Pupils are drawn from a very wide range
of ethnic heritages, around 36 in all. Three quarters of pupils are bilingual including around a
third of pupils who are at earlier stages of learning English as an additional language. Over a
third of pupils are eligible for free school meals and a similar proportion is identified as having
learning difficulties and disabilities. Around one in five pupils join or leave the school other
than at the normal time of admission, which is much higher than average.
Key for inspection grades
3 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Overall effectiveness of the school
This is a good school with many outstanding features. Staff, governors and pupils are justifiably
proud of the school and its many achievements. Parents and the wider community have great
confidence in, and respect for, the work of this school which 'brings together the community
it serves'. As one parent wrote, 'Staff are unflagging in their commitment to drawing out the
best in their pupils. They create a vibrant and harmonious atmosphere in which all our children
are able to thrive'.
Many children enter the Foundation Stage with skills which are below those expected for their
age, particularly their English language and communication skills. Staff develop children's skills
and confidence very well through an excellent range of activities which they explore both
independently and with adult support. This approach gives children an excellent start, including
the many who join at earlier stages of learning English as an additional language. Pupils make
good academic progress through the school to reach broadly average standards. Many of those
who attend the school for all of their primary years make very good progress and those with
learning difficulties and disabilities make excellent progress. This is due to the good teaching
all pupils receive and the excellent support for those who face more difficulties. Alongside this
good academic progress, all pupils make excellent gains in their personal development. By the
end of their time at the school, they are confident of their individual abilities, skills and talents
and have a very clear sense of their responsibilities to themselves and to others.
Academic achievement overall is good and improving strongly. This is due to the success of
recent initiatives which have ensured that teaching is consistently good or better and that the
excellent curriculum meets pupils' needs fairly. This is supported by the very good use of systems
to track and review progress so that pupils can meet individually challenging targets. The school
has rightly recognised that whilst it is well on its way to achieving excellence in all areas, there
is a little more to be done to ensure this is fully consistent. It has identified that opportunities
are occasionally missed to promote pupils' independence in their learning, for example, through
discussion or open ended tasks. This is linked to its aim to build on the increasing number of
pupils reaching higher levels in national tests.
Leadership and management are excellent. The school has built on the strengths reported at
the time of the last inspection. For example, a new leadership structure has been particularly
effective at enhancing teaching and learning, so developing the strengths of both pupils and
staff. The outstanding headteacher and deputy continue to lead and manage this large and
complex school with great skill and professionalism. As a result, it has an outstanding capacity
to continue to improve. Cranford Park is a place that both children and adults are delighted to
join and sad to leave.
What the school should do to improve further
- Provide consistent opportunities for pupils to become more independent in their learning.
Achievement and standards
Pupils make good progress and achieve well. By the end of Year 6, standards are broadly average
in English, mathematics and science. This represents good progress when pupils' starting points
are taken into account and particularly good progress for pupils who face more difficulties.
4 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Children in the Nursery and Reception classes make good progress across all areas of learning
and excellent progress in their personal and social development and speaking skills. Although
not all pupils reach the expected levels in reading, writing and mathematics by the end of Year
2, the gap between standards at the school and national expectations has narrowed significantly
in recent years. For example, a larger proportion of Year 2 pupils achieved at higher levels this
year, particularly in reading and mathematics. Similarly, the 2006 test results showed that pupils
made excellent progress between Year 2 and Year 6, particularly in English. The school is
currently working to ensure that this is repeated across all subjects and phases.
The school uses progress information very well to adapt teaching to address any differences
in the progress which different groups of pupils make.
Personal development and well-being
Pupils' personal development and well being, including their social, moral, spiritual and cultural
development, is outstanding. This begins with the excellent gains that Foundation Stage children
make in their social and emotional learning and continues apace across the school. Pupils feel
they 'are responsible for giving the school a good name' and they take these responsibilities
very seriously. For example, the school council not only meets regularly to plan its next projects
but also reports to the governing body. Such excellent opportunities to take responsibility help
pupils develop an outstanding regard for the well-being of others. It also gives them the
confidence to speak up for what is right. This includes checking that the school treats everyone
well and fairly. As a result, bullying and racism are rare. As pupils explained, 'Bullying is taken
very seriously. It's like a crime here'. Feeling very safe and secure adds to the enormous
enjoyment they show in being part of school life and prepares them well for their next schools.
Pupils particularly enjoy the opportunities they have for physical exercise, spurred on by the
successes of individuals and school teams, of which they are rightly proud. As yet, not all pupils
show an acute awareness of the importance of a healthy diet, but the school is working hard
to address this.
Attendance has improved significantly since the previous inspection and is now good.
Quality of provision
Teaching and learning
Teaching is consistently good and often better than this. Across the school there is a clear
emphasis on listening to pupils and observing what they say and do in lessons. This helps staff
successfully adapt their approaches and activities for the next session. Good relationships
between pupils and staff are further strengthened by this careful attention to their individual
needs. As a result, pupils' attitudes to learning are excellent and they 'look forward to every
day'. Knowledgeable support from teachers and other adults helps nearly all children who enter
at early stages of learning English develop into confident users of two or more languages by
the time they leave. Teachers use questions well to probe pupils' learning. However, on occasions,
opportunities are missed for pupils to discuss amongst themselves or to take on particularly
challenging tasks independently. In the Foundation Stage, staff develop children's speaking
and listening skills very skilfully through both independent activities and focussed sessions.
5 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Teachers' marking and frequent opportunities for pupils to think about how well they have
done helps pupils to understand what they need to do next to improve.
Curriculum and other activities
The school has high expectations of all its learners. This is reinforced by the inspiring and
intriguing displays which line its many corridors and open areas. In addition, the curriculum is
very well adapted to help every child to succeed. This includes 'personalised' planning for
subjects such as English and mathematics as teachers adapt lessons skilfully on the basis of
what has happened in previous sessions. It also includes providing a very wide curriculum to
catch pupils' interests and make the most of their talents and skills, both within school time
and outside it. Creative subjects such as drama, dance, art and music are strong as are
opportunities for pupils to get involved in sport. The school also holds very successful 'Curriculum
Liberation' days where all pupils undertake and share their work on a theme, often related to
personal and social education.
The Foundation Stage curriculum includes the very good use of the outdoor space around the
Nursery as an exciting 'outdoor classroom'. The school has rightly identified that similarly easy
access to outdoor activities would further enhance the learning of children in the Reception
Care, guidance and support
Care, guidance and support are outstanding. The school takes excellent care to protect pupils
and provides very well for their different needs, including those who have learning difficulties
and disabilities. This means ensuring that the curriculum, teaching and support are adapted to
make the most of each pupil's skills, talents and particular needs. As a result pupils, such as
those who are new to the school, the particularly able or talented or those at earlier stages of
learning English receive tailored care, guidance and support which enables them to do well.
This is achieved through the high quality of teaching they receive from class teachers and the
other adults. Added to this, very good team work between teachers, leaders and other staff
ensures that pupils' academic and personal progress is carefully tracked and often dramatically
improved. Pupils, and their parents, are involved well in setting and evaluating their progress
towards academic and personal targets.
Leadership and management
Outstanding leadership and management, built on well considered teamwork, have had an
excellent impact on many areas of school life. For example, the quality of the school's care,
guidance and support is the result of first-class teamwork between different specialist areas.
It is enhanced by the school's excellent relationship with parents and valuable partnerships.
Similarly, provision in the Foundation Stage is highly effective because of the careful attention
paid by leaders, managers and staff to providing children with an excellent environment in
which to learn. Leaders, managers and teams within the school are involved with regularly
evaluating the education that the school offers. The outstanding impact of this process can be
seen in the continued improvement since the time of the last inspection along with the marked
6 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
success of current initiatives to further improve standards of achievement. The school makes
excellent use of its financial and other resources, including the very good use of its indoor and
Governors are a real asset to the school. They bring the benefits of their wide professional and
personal experience to bear on the school. As a result, they are both highly supportive and very
effective in their role as 'critical friends'.
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Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
8 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
1The quality and standards in the Foundation Stage
1The effectiveness of the school's self-evaluation
1The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
1How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
1The extent of learners' spiritual, moral, social and cultural development
1The behaviour of learners
2The attendance of learners
1How well learners enjoy their education
1The extent to which learners adopt safe practices
2The extent to which learners adopt healthy lifestyles
1The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
1How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
9 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
10 of 11Inspection Report: Cranford Park Primary School, 12 June 2007
Text from letter to pupils explaining the findings of the inspection
21 June 2007
Inspection of Cranford Park Primary School,Hayes,UB3 4LQ
I really enjoyed meeting and talking to you when I visited your school. I would like to say thank
you to everyone who showed me around the school and all of you who just stopped to say hello
or tell me about your work. One of your school council members told me that you all feel
responsible for giving the school a good name. I think you make an excellent job of this.
One of the things that impressed me most was how well you behave and the care and respect
you show each other. This is one reason why you enjoy school so much and do well. You told
me about how much you enjoy all the different subjects you study and all the activities you do
at, and after, school. You also told me that your teachers are 'dedicated and helpful' and I could
see that too. Your parents told me how well the school is organised and I agreed that this is
excellent. All the adults who work at the school make this happen, but perhaps especially your
headteacher and deputy. They have set up some really good teams so that all the adults work
together really well. I have written more about all these things in my report.
Your teachers told me that your school is good and I agree with them. They are always thinking
about getting even better and there is one particular job that they have set themselves to do.
This is to make sure that all of you make even better progress. We have agreed that giving you
extra opportunities to learn things independently would help achieve this.
I really enjoyed my visit to your school and look forward to hearing about all your successes in
With best wishes
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