An ambitious, inclusive and broad curriculum that develops essential skills and knowledge for lifelong learning to achieve academic and personal success.
Equity for all.
Please find here the Inspection Report from our recent Ofsted.
جیس لیورٹن، ہیڈ ٹیچر
WELCOME FROM THE CO-HEADTEACHERS
Jas Leverton & Cassim Bana
I hope you find the information under each tab above helpful and interesting. If there is anything you cannot find, please feel free to call the school office, so that we can help you.
Cranbrook Primary School (CPS) is a wonderful school full of amazing people. Our children are our best resource. They come into school each day happy, excited and curious. They display excellent behaviour and attitudes, and remind us daily that we are so very privileged to work with them. Their diverse starting points, abilities and interests make our work rewarding and enriches all our own lives.
CPS is a local authority maintained mainstream school with 120 pupils in each year group. We have a nursery with 39 pupils in each session, and 4 classes of 30 pupils in each year group from Reception to Year 6. In order to apply for a place for your child in the mainstream school, you will need to contact the Redbridge School Admissions Department.
In addition to our mainstream provision, the school is commissioned by the local authority to run 2 additional resource provisions. These are each a 12-place provision; Additional Resource Provision (ARP) for children from Year 1-6 with Education Health Care Plans (EHCPs) with a diagnosis of ASD (Autism Spectrum Disorder), who access mainstream classes for 25% of the timetable, and a 12 place Communication and Understanding Behaviour for Education (CUBE) short stay therapeutic intervention for Year 2-6 pupils at risk of permanent exclusion.
Children are allocated to the ARP by the Redbridge SEN (Special Educational Needs) Panel, and to CUBE by the Redbridge Behaviour Panel. Please see the SEND Section above for more information.
OUR SCHOOL VALUES are at the heart of all that we do
These values are displayed throughout the school in every room and regularly referred to in discussion with our pupils. By doing this we aim to create an ethos and culture that nurtures talent and encourages our pupils and staff to aim high for themselves and each other.
We want our children to become confident communicators, respectful and responsible global citizens and be open to widening their horizons.
Through our curriculum we offer:
A carefully planned progression of the national curriculum programmes of study that develop essential skills and knowledge through a thematic approach
Lesson delivery underpinned by pedagogy that brings about change to long term memory through sequenced lessons that incorporate revisiting prior learning, so that pupils use and apply their knowledge and skills to make connections and think critically
Frequent and varied speaking and listening opportunities to become confident communicators
A range of high-quality texts and enriching experiences that reflect the backgrounds of our pupils and develop a passion for reading and learning, increasing children’s repertoire of language and stimulating their imagination
Enriching experiences that value their heritage and develop their cultural capital to widen their future options and aspirations
Thought provoking discussions on current affairs that develop the knowledge and understanding to become respectful, responsible global citizens
As a staff team, we are on an exciting journey to ‘decolonise’ our curriculum and deconstruct systemic racism by critically interrogating the actions of our predecessors, and how the past has shaped the events and challenges faced by people abroad and in the UK. Through our curriculum we celebrate perspectives throughout world history, particularly in relation to ethnic groups within our school community. We want all children to know, feel and believe that their heritage is equally valued and that they have the right to achieve success in life.
Our curriculum aims to address the various losses that our children have suffered due to COVID. These are addressed in all subject areas through a variety of strategic approaches. In addition to this, additional interventions have been put in place to support identified children with their learning and SEMH (Social, Emotional and Mental Health) needs.
We hope you will take the time to visit our special school.