Cadbury Heath Primary School

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy attending a school that has improved across many areas of its work in recent times. Older pupils reflect positively on the changes made by leaders. They explain articulately how the school has changed for the better, particularly with behaviour. Pupils conduct themselves well. There is a calm atmosphere in lessons and during social times. Pupils to feel pride and a sense of belonging to Cadbury Heath. As a result, they attend well. Pupils feel safe because they know they have adults they can turn to if they have any concerns. Relationships throughout the school are warm and trusting. Staff deal with any incidents of bullying or fall outs between pupils effectively. Leaders have raised expectations of what pupils should learn and how hard they should work. Pupils have risen to this. This includes those with special educational needs and/or disabilities who generally receive the adjustments they need to be successful in their learning. Pupils on the whole learn well, particularly in English and mathematics. Consequently, increasing numbers of pupils are well prepared for secondary school. Staff in the early years welcome children who come from a range of different settings. They help them to not only settle into school life, but to flourish in the provision. Pupils benefit from a wide range of trips. Staff carefully plan these so that they align closely to their learning in the classroom. For example, pupils visit Normandy to deepen their knowledge of World War II. Pupils take part in a 'mini-police' project which helps them to understand the rule of law. They take on leadership roles, such as librarians and play leaders. This gives pupils a sense of responsibility and fosters a culture of collaboration. Leaders ensure that pupils, regardless of their background or need, play a full part in school life.

What the school should improve

• Leaders should ensure that the curriculum in some of the wider subjects is ambitious and of a consistently high quality so that pupils develop detailed knowledge and skills across subjects.
• Leaders should ensure that the curriculum is taught consistently well so that pupils, including those with special educational needs and/or disabilities, have tasks precisely matched to what they already know and can do.
• Leaders should further develop pupils’ behaviour so that they show self-discipline, resilience and dedication to their learning across all aspects of school life.

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