Cedars Primary School

What Ofsted said

From the inspection on 9 June 2026

Pupils enjoy all aspects of school life. They model the school’s CEDARS values routinely and are respectful towards each other and adults. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. Staff remove barriers to learning and/or wellbeing for them skilfully. Pupils with SEND access the full curriculum successfully and make positive progress from their starting points. Pupils develop a clear sense of belonging and are proud of their school. They enjoy after-school clubs and extra-curricular activities and leaders are working positively to strengthen the school's offer even further. Pupils' behaviour is excellent. They respond well to the school’s clear routines and staff’s high expectations. Relationships between staff and pupils are caring and positive throughout the school, from the beginning of Nursery Year. Pupils’ attitudes to learning are positive. Classrooms are purposeful, industrious and full of joy. Pupils say that bullying is rare and that they help each other, feel safe and are kind to each other consistently. Pupils’ attendance is high, and consistently above national averages. If any pupils are at risk of lower attendance leaders work closely and supportively with them and their families. Where teaching is most effective, pupils remember the taught knowledge across the curriculum well. For example, in mathematics pupils use resources confidently to carry out calculations and solve increasingly complex mathematical problems. In writing, pupils develop neat, legible handwriting and are rightly proud of their written work. However, in some lessons, checks on pupils’ understanding are not as effective as they could be. This means that a some pupils have errors or misconceptions that are not addressed before staff introduce new learning. Typically, by the end of key stage 2 pupils are well prepared for their next stage of education and learning. A small proportion of pupils, however, could achieve more highly.

What the school should improve

• Leaders should continue their work in ensuring that checks on pupils’ knowledge and understanding are highly effective, addressing pupils’ errors and misconceptions consistently, helping pupils to build their knowledge and skills across subjects more effectively.
• Governors should ensure that they further develop their knowledge and expertise to provide targeted, robust challenge to leaders across all aspects of the school’s work.
• Leaders should ensure that, by the end of key stage 2, the positive impact of the curriculum is reflected in improved published outcomes for pupils in spelling, punctuation and grammar, reading, writing and mathematics.

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