St Cedd's School

Hold Fast

that which

is Good

We provide a secure and happy environment in which our children are encouraged to work and play with enthusiasm and commitment.

Parents' Information Line

Inspection Reports

In March 2025, we welcomed an Independent Schools Inspectorate (ISI) team to St Cedd's School and we are pleased to share below some of the highlights from their report:

 

Quality of Education, Training and Recreation

  • Leaders have designed and implemented a broad and varied curriculum which includes a wide range of experiences. The ‘EnrichEd’ programme of half-termly thematic explorations facilitates knowledge, understanding and skills in areas as diverse as British sign language, podcasting, engineering, cookery and philosophy.
  • Pupils typically make good progress in all areas of the curriculum, achieve well and are well prepared for their next stage of education. Pupils achieve recognition in national competitions and many gain qualifications in drama and music, some of which are at the highest grades.
  • A wide-ranging programme of extra-curricular activities includes opportunities for pupils to extend their learning in some areas already covered in school, such as continuing to play the recorder, including taking examinations at high grades, alongside a range of new pursuits that include disco yoga, Tri-Golf, two chamber choirs, fencing and sports video analysis. Pupils’ participation in these activities is high and they develop a breadth of interests and skills.
  • Leaders track pupils’ achievements and analyse their progress. Pupils’ achievements and areas for development are identified.
  • Appropriate strategies to help individuals are identified in a timely manner, then delivered through targeted small group work and individualised lessons.
  • Pupils in the early years engage in purposeful conversations with the adults around them in which their communication and language needs are met through appropriate discussion and modelling. Teachers respond to children’s interests, and learning objectives are typically stimulating and relevant as a result.

 

Pupils’ Physical and Mental Health and Emotional Wellbeing

  • Leaders have developed appropriate policies for behaviour management and the prevention of bullying. Detailed records are maintained of any significant incidents in which misconduct by a pupil has required staff intervention. These records show that such steps taken by the school are effective because, for example, incidents of bullying or discriminatory behaviour rarely recur.
  • The school is effective at developing pupils’ self-knowledge, self-esteem and self-confidence through initiatives such as the award of ‘good work book’ stickers and ‘kindness coins’.
  • Pupils benefit from frequent opportunities to perform in front of audiences, such as class assemblies and regular special events, such as the ‘Easter Treat’, when all pupils from Reception to Year 2 contribute enthusiastically and articulately to a revue of poetry and music for their parents. Consequently, pupils gain confidence at speaking in public and embrace opportunities to demonstrate their abilities.
  • Teachers are effective at developing pupils’ personal and moral awareness through the emphasis placed in all classrooms on the school’s values.
  • The school promotes pupils’ positive mental health in a variety of ways.

 

Pupils’ Social and Economic Education and Contribution to Society

  • Leaders emphasise the promotion throughout the school of the principles of right and wrong. This includes an appropriate daily routine for children in the early years, who emulate effective role modelling from their teachers as they speak to each other politely, work together in collaborative activities and remember to wait for their turn in queues.
  • Pupils’ understanding of the importance of democracy is developed through the frequent opportunities which they are given to express their collective views through voting.
  • Leaders have implemented a varied programme of experiences which are successful in developing pupils’ understanding of public institutions such as Parliament.
  • The school encourages pupils to develop a sense of global citizenship through initiatives such as collaborative activities with a partner school in India and weekly international studies lessons for pupils in Years 5 and 6, which include topics such as sustainable development, human rights and water vulnerability.
  • Pupils play active roles in local society, including raising funds for various charities and performing music in nearby hospitals and care homes.

 

Safeguarding, Leadership and Management

  • Leaders with responsibility for safeguarding receive appropriate current higher-level training and have sufficient time to complete their responsibilities effectively. 
  • Leaders implement a thorough programme for staff safeguarding training, both at induction to the school and through regular refresher sessions. This is effective in informing staff and governors about the procedures they should take when handling matters of concern.
  • Leaders with responsibility for safeguarding ensure that appropriate arrangements are in place for filtering content for pupils’ use of the internet. They monitor any concerns which arise and ensure that these are resolved effectively.
  • Leaders, managers and governors create a culture that emphasises kindness, diversity and democracy alongside academic progression.

 

For a copy of the below ISI inspection reports, please download from the link that follows or ask for a copy at the Front Office. Alternatively, they can be downloaded from: http://www.isi.net/reports/ (DfE No: 881/6003)

 

March 2025

St Cedd's School ISI Inspection Report Covering Letter

St Cedd's School ISI Inspection Report

 

March 2022

St Cedd's School ISI Focused Compliance and Educational Quality Inspection Report