Cauldwell Lower School

Cauldwell Lower is a smaller than average primary school with 187 pupils on roll, aged from five to nine years.  The school serves the surrounding area that has a mixture of owner-occupied, rented and local authority housing.  The children come from a wide range of social backgrounds.  High mobility rates, refugee families, single parent families, unemployment and low incomes are all influential factors.  The number of children (37%) who are entitled to free school meals is above the national average.  The proportion (31%) of the pupils included on the school's register for special educational needs is also above the national average.  There are three pupils with statements of special education need.  The children come from a wide range of cultural heritages.  Two thirds speak English as an additional language, and of these over a third are at an early stage of English language acquisition.  Eight different home languages other than English are spoken; Punjabi, Bengali-Syheti being the most common.  There is a full-time teacher to support these pupils.  All the children start school in the term after their fifth birthday.  On entry, their attainment covers.  The full ability range, but overall it is well below average.  The school is in an Education Action Zone and is involved in educational initiatives to raise standards.

How good the School is

The school provides a good education for its pupils.  The quality of the teaching is good overall, and very good in key stage 1.  As a result, the children are now achieving well and attaining standards that are similar to the national average.  The head teacher provides strong leadership and is very well supported by the staff and governors in her commitment to raising standards and improving the quality of education for all pupils.  The school offers good value for money.

What the school does well

  • It provides a fully inclusive education for all pupils and creates an excellent ethos in which they can thrive intellectually, physically, socially and emotionally.
  • Standards in English and mathematics have improved at both key stages.
  • The quality of teaching is good overall and a significant proportion is very good.  As a result, the pupils are achieving well.
  • The school's care and welfare of the pupils is very good.  The provision made for the pupils on the special needs register is particularly strong.
  • The pupil's behaviour is good and their attitudes to learning are very positive.
  • The curriculum offered is very good.  The extra-curricular activities, community involvement and partnerships with other institutions are outstanding.
  • The leadership of the school is excellent.


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