Inspection Reports

In June 2024, Cricklade Manor Prep was inspected by the Independent Schools Inspectorate, the independent schools equivalent to Ofsted. Our first full inspection for seven years, it was a very positive experience, and we are delighted with the inspectors’ findings.

The inspectors have praised many aspects of our school, but best of all, they awarded us a Significant Strength. These are a rare – with only a handful of schools across the country receiving such an accolade. It recognises a particular strength of provision that has a clear, demonstrable and highly beneficial impact for pupils.

The Cricklade Pupil Development (CPD) programme provides every pupil with a programme to support areas of relative weakness and to provide greater depth in areas of strength. Its impact on pupils’ attainment over time is clear and measurable. The programme is a significant strength of the school.

To read the Headmaster’s letter to parents in response to the Inspection please CLICK HERE

What they said about learning

  • Leaders’ aspirations for the success of the school and its pupils informs their planning and provision. Their primary focus is on ensuring pupils’ wellbeing is positively promoted and that each child is supported to make good progress.
  • The learning environment supports pupils to develop a love of learning and gain the confidence to work hard towards fulfilling their potential.
  • The curriculum is broad and balanced, and leaders ensure it is continually reviewed, adapted and fit for purpose. Teachers’ planning is detailed and responsive to the needs of pupils including those with special educational needs and/or disabilities
  • Leaders regularly monitor the quality of teaching and learning through lesson observations, learning walks and scrutiny of pupils’ work. They analyse assessment data, speak with pupils and teachers, and ensure they have a full picture of pupils’ school lives.

What they said about opportunity

  • Leaders ensure that the curriculum enables pupils to develop good physical skills through a range of sports. Leaders have created a positive culture of support and encouragement in team and individual sports. As a result, every pupil in the prep section is enabled to develop their skills and interest in weekly fixtures.
  • In the Early Years a well-planned curriculum enables children to experience all seven areas of learning with particularly successful emphasis on language and communication.
  • An extensive programme of extra-curricular activities further stretches pupils’ development of skills and knowledge. Pupils’ uptake of activities is strong and they clearly value the experiences they have.
  • The PSHE and the Cricklade Award programmes prepare pupils well for their move to senior school.
  • Careers days provide pupils in the upper part of the school with opportunities to listen to visiting speakers and watch displays about various career options they may choose in the future.

What they said about our staff

  • Governors and Leaders place pupils’ wellbeing and welfare front and centre and ensure these are the school’s primary focus.
  • Staff are supportive of the pupils and work diligently to enable each child to grow and develop. As a result, pupils are happy and confident.
  • Teachers draw upon their subject knowledge and skills and use a range of teaching methods and good quality resources so that pupils make good progress over time.
  • The needs of each child in the early years are well met and supported by careful interventions to move their learning on. Staff use their knowledge about age-appropriate learning strategies to plan engaging activities, which take into account children’s individual needs and interests.
  • Respect for the diverse nature of the pupils’ backgrounds is a strong quality of school life. Staff act as positive role models taking time to listen to pupils and respond appropriately.

What they said about pupils’ experience

  • Pupils are encouraged to voice their opinions whilst learning to listen to the views of others.
  • Pupils talk confidently about themselves and defend their opinions, which helps them to develop their self-knowledge.
  • Leaders and teachers use praise to enhance pupils’ self-esteem. Positive relationships are developed between pupils and staff which further enhance pupils’ self-confidence. Leaders have high expectations of behaviour.
  • There is a clear and open culture of safeguarding at the school.
  • A focus on trusted adults ensures that pupils feel safe in school and know to whom they can turn if they have any concerns.


Read the full report here



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