Cranford Community College

Strengths

• Exceptional inclusion for pupils with SEND, disadvantaged pupils and those previously known to social care.
• Early and accurate use of transition information to identify and remove barriers to learning and wellbeing.
• Highly inclusive post-16 provision with pathways for students facing significant disadvantage.
• Rigorous monitoring and adaptation of support so pupils with SEND master ambitious work alongside peers.
• The Picasso Centre provides core curriculum and social skills support that aids reintegration into mainstream lessons.
• Tailored provision such as Banksy keeps pupils engaged and included rather than relying on alternative provision.
• An ambitious, sustained personal development programme tightly aligned to the school's context and pupils' needs.
• Highly personalised pastoral support and strong PSHE covering online safety, healthy relationships, consent and equality.
• Extensive wider opportunities, including international visits, with financial and social barriers removed for disadvantaged pupils and pupils with SEND.
• Older pupils mentor younger pupils, lead activities, charity work and reading support.
• Careers education uses strong employer and alumni networks, including Heathrow, to broaden aspirations.
• Pupils achieve consistently well in national examinations, and disadvantaged pupils achieve well compared with peers nationally.
• Attendance is consistently above national averages, and persistent absence is below national averages.
• Pupils manage their behaviour very well in a calm environment, and bullying and discriminatory language are uncommon.
• A broad, ambitious curriculum is taught with secure subject knowledge and effective modelling and questioning.
• Teaching adapts well for pupils with SEND and disadvantaged pupils, giving them access to the full curriculum.
• Leadership has a clear inclusive vision, accurate self-evaluation, strong staff development and effective governance.
• Post-16 students follow ambitious academic and vocational pathways and are well prepared for next steps.

Areas for Improvement

• Monitoring and evaluation of teaching and achievement are not yet as rigorous or consistent as in inclusion and personal development.
• Pupils do not yet achieve consistently highly across all subjects, which is the inspectors' next step for leaders and governance.

• Primary Schools
• Secondary Schools