Cavendish Junior School

What Ofsted said

From the inspection on 6 January 2026

Cavendish Junior is a nurturing school that is rooted in consistently positive relationships. Pupils are well looked after and cared for. One pupil summed this up eloquently when they told an inspector: 'School really looks after us. We like it because they care about us and keep us safe.' This sentiment is reflected in the school's positive, and increasing, rates of attendance. Pupils behave well. They are eager to earn the wide range of rewards on offer. 'Gold awards', 'Cavendish currency' and hot chocolate events with the headteacher are particular favourites. Pupils understand how, in the event of poor behaviour, 'reflection sessions' help them to make more positive choices in the future. Bullying is rare. Pupils have confidence in leaders to deal with it robustly, should it occur. Pupils enjoy learning. In lessons, they are typically determined to do well. They value the support that staff provide. Typically, staff ensure that pupils get the help needed to keep up with the curriculum. However, over time, pupils' achievement is inconsistent. Pupils do not achieve as well as they should. This is especially the case in mathematics, where outcomes of national assessments have been lower than those found nationally over the last 3 years. There are also some inconsistencies in how well pupils at the earliest stage of learning to read are supported. This means that some pupils do not become fluent readers as quickly as they could. Pupils are well prepared for life beyond the school. A broad personal development programme provides pupils with opportunities to take on responsibilities and to develop their cultural capital. The 'Cavendish code' sets out the characteristics that pupils are expected to demonstrate. These include being 'collaborative, aspirational, visionary, enthusiastic and nurturing', to mention but a few. Pupils know what each of these mean and do their utmost to live up to them.

What the school should improve

• Leaders should ensure that gaps in pupils' foundational knowledge in mathematics are consistently identified and addressed.
• Leaders should increase rates of attainment in mathematics so that, for all groups of pupils, they are at least in line with those achieved nationally.
• Leaders should ensure that all staff are trained in the school's approach to phonics so that pupils are supported more consistently in this area.
• Leaders should ensure that pupils who are at the early stages of learning to read have reading books that are consistently matched to the sounds that they know.
• Leaders should ensure that the school's plans for improvement consistently make clear how the actions that are taken will be checked and evaluated.

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