Cranmere Primary School

Cranmere Primary School is performing well overall, with inspectors finding strong provision across education, behaviour, personal development, leadership and early years. The school’s values are woven through daily life, pupils feel safe and cared for, and warm relationships underpin a calm, orderly culture. Pupils behave well, access a wide range of enrichment and clubs, and achieve strongly by the end of key stage 2. The curriculum is broad and ambitious, with clear learning goals and useful links across subjects. Reading is a priority and the phonics programme is well structured; recent checks help staff support pupils who need extra help. Mathematics teaching is highly effective, and early years children get off to a good start, including through purposeful number work in play. SEND support has improved, with well-designed ‘passports to success’ helping pupils learn alongside classmates. Governors understand their roles, attendance work is proactive, and safeguarding arrangements are effective. The main area for improvement is in a couple of foundation subjects, where pupils do not connect and recall their learning as securely as they could. The school has plans to address this, but further curriculum development is needed so that pupils achieve exceptionally well in all subjects. This was the school’s first routine inspection since the pandemic, and leaders have changed substantially since the previous inspection.

Strengths

• Strong school values are woven through daily life and help create a positive culture.
• Warm, respectful relationships help pupils feel safe, supported and valued.
• A broad and ambitious curriculum has clear learning goals and strong cross-subject links.
• Recent improvements to SEND identification and support have a positive impact on learning.
• Well-designed ‘passports to success’ give teachers clear strategies for supporting pupils with SEND.
• The phonics programme is well structured and supported by improved checks on pupils’ knowledge.
• A strong reading culture helps pupils build confidence and fluency.
• Mathematics teaching is highly effective and pupils develop deep, secure understanding.
• Early years provision gets children off to a strong start, including through purposeful number work in play.
• Calm, orderly routines help pupils feel secure and support smooth transitions.
• Pupils benefit from a wide range of enrichment opportunities and popular clubs.
• Governors understand their roles and have a strong grasp of school priorities.
• The school works proactively with families to support attendance.
• Staff appreciate steps taken to reduce workload during curriculum change.
• Safeguarding arrangements are effective.
• Pupils achieve well across the curriculum, with strong outcomes at the end of key stage 2.

Areas for Improvement

• In a couple of foundation subjects, pupils do not make connections and recall their learning as securely as they could.
• Curriculum development work in those foundation subjects is not yet fully effective in ensuring pupils achieve exceptionally well in all subjects.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Cranmere Primary School attended 94.3% of sessions (the national figure for primary schools was 94.8%). 12.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.1% of pupils at Cranmere Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Cranmere Primary School had 15.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 21.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 22.9% of pupils at Cranmere Primary School were on SEN support (nationally 15.4%) and 6.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Cranmere Primary School received £8,651 and spent £9,029 for each of its 301 pupils. It ended the year with reserves of £83,000 (£277 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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All schools in Esher · Surrey local authority: places and applications

What is Cranmere Primary School's Ofsted rating?

The latest Ofsted rating for Cranmere Primary School is Good, from an inspection in September 2025.

When was Cranmere Primary School last inspected by Ofsted?

Cranmere Primary School was last inspected in September 2025.

How many pupils does Cranmere Primary School have?

Cranmere Primary School has 306 pupils on roll.

What age range does Cranmere Primary School cover?

Cranmere Primary School for pupils aged 2 to 11.

What are Cranmere Primary School's SATs (KS2) results?

In 2025, 70% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Cranmere Primary School?

Cranmere Primary School is at Arran Way, Esher, Surrey, KT10 8BE.