Dame Elizabeth Cadbury School

What Ofsted said

From the inspection on 22 March 2023

Dame Elizabeth Cadbury School leaders have high aspirations for every pupil. Most pupils achieve these aspirations successfully. Leaders have developed a broad and ambitious curriculum. Pupils understand and follow the school values of respect, aspire, believe and commit. Warm and respectful relationships characterise life at this school. Pupils are happy and safe. Pupils value the support staff give them. There is a purposeful atmosphere around the school. Pupils say they can focus on their learning well. In a few lessons, pupils lose interest and misbehave. Teachers act quickly and efficiently to address any behaviour issues. During social times, pupils behave well. If incidents of poor language or behaviour, including bullying occur, leaders deal with them swiftly. The extra-curricular programme is rich and diverse. Pupils regularly take part in a range of clubs, such as Japanese, dance and steel pans. Many pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), attend clubs regularly. Pupils value being able to participate in the Duke of Edinburgh Award Scheme and the Combined Cadet Force. Opportunities, such as the recent trips to Germany and Austria for modern foreign languages and ski-ing, enhance the curriculum.

What the school should improve

• Leaders have not yet implemented a rigorous approach to support those pupils who struggle to read, including the teaching of phonics. This means that some pupils do not get the precise help and support they need to catch up with their peers. Leaders should continue to implement and embed approaches to reading. This now needs to include an effective system of phonics teaching to support the weakest readers.
• A few teachers do not check for understanding well enough to check what pupils know. As a result, in some lessons, pupils have gaps in their knowledge which are not addressed. Leaders should ensure that all teachers check for understanding consistently to check on what pupils know and can do.
• Some pupils miss too much school. This holds back their progress and achievement. Leaders should continue to work closely with parents and external agencies to secure more regular attendance for all pupils.
• A significant minority of parents expressed concern about communication between leaders and themselves. Some parents do not know what their child is learning or why leaders introduce changes. When communicating with parents, pupils and the wider community, leaders should endeavour to send timely, clear and precise information about any changes and improvements they introduce.

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