Introduction

The inspection was carried out by one Additional Inspector.

Description of the school

This is a small primary school where most pupils come from White British backgrounds. It serves a very mixed socio-economic area which is not mirrored in the below-average proportion of pupils eligible for free school meals. Children's attainment when they enter the Reception class is below expectations. There is an above-average number of pupils who have learning difficulties and disabilities.

Key for inspection grades

Grade 1	Outstanding
Grade 2	Good
Grade 3	Satisfactory
Grade 4	Inadequate

Overall effectiveness of the school

Grade: 2

This is a good school with some outstanding features. Personal development is exemplary. By the time the pupils leave the school they are confident learners who have achieved well. The positive outcomes are a direct result of the good leadership and management of the school, which has some excellent features. The headteacher is an outstanding leader who has formed an extremely committed team of staff. However, not enough is currently done to spread some of the outstanding aspects of teaching to benefit all lessons. Pupils enjoy school enormously and learn to live, work and play safely and harmoniously. They demonstrate an extremely good knowledge of the rights and responsibilities within school and the wider community. Parents are delighted with what one parent referred to as this 'very happy, wonderful school where the staff have the children's best interest at heart.' Another view, of one parent, summed up those of the vast majority of parents by explaining that 'Cherry Gardens is the best'!

Teaching and learning are consistently good and sometimes better. Expectations are very high and all staff enjoy excellent relationships with the pupils. The care, support and guidance given to pupils pastorally and in their academic work is outstanding. Pupils are very sure of how to improve their work and how to succeed. The outstanding curriculum is exceptionally successful in promoting pupils' spiritual, moral, social and cultural development and provides them with very rich experiences that prepare them well for their future. This is extremely well supported through the outstanding links the school enjoys with outside agencies, other schools and local businesses. For example, the construction of an outdoor learning area has been sponsored by a local 'Do It Yourself' company.

The children build on the good provision in the Foundation Stage, where the good quality teaching ensures that they meet the expected levels by Year 1. Overall standards are above average in Year 6. They are outstanding in English and good in history, design and technology and information and communication technology. However, the school has not been as successful in mathematics, where standards are closer to the average. It rightly sees this subject as an area for development, particularly in the extent to which it is helping pupils to apply their mathematical skills to different learning situations. The school's capacity for future improvement is very good because staff accurately recognise areas for development and quickly devise strategies to rectify the weaknesses.

What the school should do to improve further

• Raise standards in mathematics so that they match those in English.
• Introduce a more systematic approach to sharing outstanding practice throughout the school.

Achievement and standards

Grade: 2

The good provision for the Reception class ensures that children achieve well. By the time that they are ready to move on to Year 1, many have reached the expected levels for their age group, although communication, language and literacy remain a weakness for a significant number of children. Progress is good in Years 1 and 2 because the teaching has a consistent focus on the basic skills and all pupils are very well supported. For example, average standards were achieved in the most recent national tests despite a significant proportion of the pupils having learning difficulties and disabilities. The outstanding progress made in English in Years 3 to 6 is as a result of closely focused teaching and support. However, the school is fully aware that this recent focus on literacy has detracted attention away from improving standards in mathematics. Consequently, a good range of strategies has now been introduced to help pupils have a greater knowledge of how to apply their mathematical skills in new situations. Standards in mathematics are improving. For example, pupils are now much more confident at problem solving and working with standards units involving money and weight.

Personal development and well-being

Grade: 1

Pupils grow enormously in confidence and are eager to learn. In particular, many of the parents whose children have learning difficulties and disabilities explained that this is because the school provides a very supportive atmosphere. Pupils also have an extremely good knowledge of how to look after themselves, such as by keeping fit and eating healthily. Pupils are very proud of their school and respond with great enthusiasm to the challenge of achieving 'Going for Goal'. Behaviour is outstanding because the pupils value the reward system and respect their classroom rules. They contribute to the life of the school very successfully. They participate in sporting competitions and fund-raise for charities. They develop a real sense of community through their engagement with eco work, involvement in flower and art festivals and their links with the parish council. They have a very good understanding of cultural traditions and have a well-developed sense of cultural diversity through their communication with an African orphanage and their interaction with foreign visitors, most recently, one from Japan, who excited pupils with stories about Japanese customs and ways of life. The school's systems for encouraging regular attendance are outstanding and currently pupils' attendance is above average. Pupils' excellent personal growth and good achievement prepare them extremely well for their future education and working life.

Quality of provision

Teaching and learning

Grade: 2

The good teaching is one of the main reasons why the pupils make good progress. As one parent explained, 'Teachers are always extremely enthusiastic and this has resulted in the children being keen to learn'. Teachers have extremely high expectations of the pupils' capabilities and also of their attitudes and behaviour. Consequently, lessons are calm and purposeful and move at a fast pace. Teaching assistants are used well to support pupils who have specific difficulties and disabilities and find learning challenging. Typically outstanding features of teaching are the use of humour and the links made with everyday situations which enhance pupils' learning by making it more relevant. These features were evident in exciting mathematics lessons where, for example, money problems were used to reinforce multiplication and standard units of weight were emphasised through the use of everyday food items, thus resulting in improved pupil achievement. Work is marked regularly and some teachers have started to involve the pupils in this, which is proving successful.

Curriculum and other activities

Grade: 1

The curriculum is extremely well balanced and stimulating and fully meets the needs of all pupils. This includes those with learning difficulties and disabilities, who are fully included in all activities. Learning in different subjects is linked together very well in order to make it relevant to the pupils. For example, particularly good use is made of English skills in subjects such as history. This was very well illustrated by the work completed on the Egyptians in Year 3 and the Romans in Year 4, which included plenty of high quality written work. The school provides an extensive range of exciting activities that extend pupils' personal experiences very well. This includes the teaching of a modern foreign language, outings to places of interest, a wide range of well-attended after- school clubs and visits by theatre groups. The comprehensive personal, health and social education programme contributes extremely well to the pupils' adoption of a healthy lifestyle.

Care, guidance and support

Grade: 1

Members of staff know their pupils exceptionally well, helping them to feel secure and safe. Pupils know they have someone to talk to if they have a problem and feel that their views are valued. Very thorough attention is paid to risk assessment and extremely secure procedures are in place for child protection. The excellent behaviour management systems are fair and applied very consistently. The provision of a good range of play facilities and support from 'playground buddies' ensure the excellent behaviour and relationships at playtimes. The provision for pupils with learning difficulties and disabilities is outstanding. They are very sensitively supported by all teaching staff and very good use is made of advice from specialist agencies. Pupils' work is tracked very carefully and the targets set by teachers ensure that they know what to do to improve their work. For example, pupils are able to explain what target they are working towards in both English and mathematics.

Leadership and management

Grade: 2

The headteacher has an exceptionally clear vision for the school and this inspires confidence within all members of the community, who hold her in high regard. She is very well supported by key staff in the senior leadership team. Subject leaders have a good understanding of standards and achievement in their specific areas. Their contribution to school development is thorough and identifies the right area for attention. Over time this has resulted in significant improvements, for example, in pupils' speaking and writing skills. Self-evaluation is accurate and the governors have a good understanding of the school's strengths and areas for development. The school has recently been part of a school organisation review resulting in reduced numbers and a decrease in budget. The financial difficulties have been managed well and the pupils' education has not been compromised. However, it has affected arrangements for senior staff to formally monitor teaching. The headteacher's knowledge of staff strengths is good, but there is not enough time taken to share those ideas about those that are working exceptionally well to the benefit of all teachers.

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