Cavendish Church of England Primary School in Suffolk underwent an inspection on April 17 and 18, 2024, resulting in an overall effectiveness rating of inadequate. The quality of education, personal development, leadership, and management, as well as early years provision, were all rated inadequate. This marks a significant decline from the previous inspection, which rated the school as good.
Pupils at the school demonstrate enthusiasm and a desire to learn, yet many struggle with reading, writing, and numeracy skills appropriate for their age, including those in the early years. Staffing changes have been frequent, particularly affecting the oldest pupils, some of whom have experienced six different teachers in just two years. This instability has contributed to difficulties in retaining knowledge, as pupils report challenges in remembering what they have been taught. While pupils enjoy school visits and clubs, opportunities for these activities have been limited recently, and many older pupils feel unprepared for the transition to secondary school.
The school environment is generally calm, with most pupils behaving well and showing kindness. However, a small number of pupils misbehave, and instances of bullying have been reported. Although many pupils feel they can talk to an adult about their problems, there are concerns among parents regarding staff turnover, communication from leadership, and the overall experiences of their children. Many parents have expressed a loss of confidence in the school's ability to address these issues.
The inspection revealed that the school has faced ongoing staffing and leadership changes over the past 18 months, leading to a lack of a coherent action plan to address urgent priorities. Despite the efforts of individual staff members, there has been insufficient collaboration among the governing body, school leadership, local authority, and diocese to effectively tackle the school's weaknesses. The approach to teaching reading and writing lacks rigor, with resources and activities not well-matched to the learning needs of pupils. Support for those requiring additional help is inadequate, and standards in writing remain low, particularly by the end of Year 6.
Staff members struggle to identify and address the specific learning gaps of pupils, resulting in work that is often either too easy or too difficult. This has led to disengagement among some pupils, who do not complete their work or produce low-quality outputs. The resources available in the Reception Year are also deemed insufficient in quality and alignment with the curriculum.
The school is in the process of implementing a new curriculum, but many subjects lack clear planning and delivery. Staff training is inadequate, leading to disjointed lessons and poor learning outcomes. The personal, social, health, and economic education curriculum is weak, leaving pupils unprepared for life in modern Britain. Although there have been efforts to support pupils with special educational needs and disabilities, the identification and support processes are not robust enough to meet the diverse needs of these pupils.
While staff are caring and maintain positive relationships with pupils, there is a consensus that they require more support. New senior leaders are working diligently to address various issues, including behavior, bullying, attendance, and parental concerns. However, external support has been fragmented and insufficient to address the wide-ranging challenges faced by the school.
Governance has also seen significant changes, with governors relying too heavily on information from the school without verifying its accuracy. The constant turnover of governors has stretched resources thin, complicating the oversight of the school's performance.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of pupils. However, the school must develop a precise plan to secure the necessary capacity and address the inadequacies in its provision. Collaboration among leaders, governors, the local authority, and the diocese is essential to create a structured approach to improvement. The school must prioritize effective training for staff, particularly in reading, writing, and phonics, to support pupils in achieving better educational outcomes.
