Cauldwell School

What Ofsted said

From the inspection on 11 November 2025

Pupils attend a school where each is seen as an individual and many pupils speak different languages. They delight in working, socialising and playing with friends across the school day. Happiness and kindness shine through in all that pupils do. They also love sharing and celebrating their own backgrounds and cultures with their friends. This leads to a well- established culture of respect, where pupils understand one another's similarities and differences. Pupils work hard, trying their best in lessons, and their attendance is high. Teachers make learning interesting, which helps pupils to enjoy their time in class. On the whole, pupils achieve well. By the time they leave the school at the end of Year 6, many are ready for secondary school. Pupils' individual needs are well understood by staff. Consequently, any barriers that a pupil may face are reduced. For example, a significant number of pupils join the school mid-year, many speaking little or no English. These pupils are skilfully supported to learn English quickly, through the school's well-established programme. Children in the early years benefit enormously from warm and caring relationships with adults. However, adults do not always have the knowledge they need when talking with children about their learning. The youngest children are sometimes asked to write words and phrases for which they do not yet have the phonic knowledge to be successful. Opportunities for pupils to broaden their horizons are rich and plentiful. Whether performing poetry at the local festival of speech and drama, competing in sports competitions or tending to their own vegetables, pupils play an active role in the school and local community. Leaders design these opportunities based on their deep knowledge of the school and local community. This ensures all pupils benefit enormously, whatever their background.

What the school should improve

• Leaders should continue to prioritise providing staff in the early years with professional development to improve the frequency and quality of interactions that adults have with children.
• In the early years, leaders should ensure writing opportunities build on children's phonics knowledge and physical skills, enabling them to write with increasing confidence, control and accuracy.
• Leaders should continue to ensure teaching enables pupils to understand and apply the writing process confidently, strengthening their grammar, spelling and composition skills across the curriculum.

Read the full Ofsted report (opens in a new tab)