Coberley Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Coberley. They are proud of their school and its inclusivity. Pupils feel safe.

Strong relationships mean pupils feel confident to share any worries. Pupils know the school's values well and demonstrate these in their interactions. They are particularly devoted to showing kindness.

This is exemplified by Year 6 'buddies' helping Reception children at lunchtime.

The school aspires for every child to do their best. Staff have high expectations of all pupils.

Consequently, pupils behave well and they have positive attitudes towards their learning. The youngest children settle quickly in the early years.

This school provides opp...ortunities beyond the curriculum to enhance pupils' experiences, including working with the community.

Pupils relish their responsibilities, such as house captains, school and eco councillors, librarians and monitors. Pupils have a say in the clubs that are on offer, for example Lego and choir. The school puts on a weekly morning run that is open to all.

The pancake relay race is a favourite of many.

Pupils develop enterprise skills by making and selling gifts for charity. They also raised money for the air ambulance service.

Pupils recognise the impact their work can have on others beyond Coberley.

What does the school do well and what does it need to do better?

The school has devised an ambitious curriculum. Reading is at the heart of it.

Carefully chosen stories and texts are interwoven with the knowledge the school wants pupils to learn. Because of this work, pupils talk animatedly about the books they love to read. They say reading 'stretches our imagination'.

Pupils are keen to talk about new words they have learned and what they mean.

The school has prioritised teaching pupils to read. Adults are trained effectively.

Staff spot any gaps in understanding and address these swiftly. Books match pupils' phonics ability, so they can practise reading. Because most pupils learn how to read fluently by the end of key stage 1, they can progress to learning reading skills, such as inferring characters' thoughts, in key stage 2.

In many subjects, the school has set out the knowledge it wants pupils to learn. The school has sequenced new learning so that it builds well on previous learning. This means that pupils securely remember what they have learned and they can make links between different concepts and ideas.

However, a small number of subjects are at an earlier stage of development. In these subjects, the school has not sequenced the important knowledge it wants pupils to learn in a logical order. Because of this, some pupils struggle to remember their learning and make links with what they have learned before.

The school supports pupils with special educational needs and/or disabilities (SEND) effectively. These pupils are fully included in all activities. They are quickly identified so that personalised support can be put in place.

As a result, pupils with SEND learn well.

Pupils say 'it is easy to make friends here'. Warm relationships exist between pupils, as well as with adults.

Older and younger pupils play well together at social times. Children in the early years share equipment and take turns. Pupils understand the new school rules of 'Choice, chance and consequence'.

Because of this, there is a calm learning environment for pupils to focus on learning.

The provision for pupils' wider development has been well thought through. This includes work on healthy relationships and respect for diversity.

A strength of the school is its work on mental well-being. Each child has a journal to reflect on their own feelings. This means pupils know how to look after their mental health.

The school encourages pupils to care for the environment. Pupils work with the church to create bird boxes, make hedgehog dens and sow wildflowers. Pupils appreciate the variety of activities on offer to them.

Everyone at the school works together to focus on what will make a difference to the education pupils receive. Currently, senior leaders at the school have many areas of responsibility and they have detailed knowledge of these areas. The school's work to develop subject leadership is underway so that responsibilities can be distributed.

However, there is work to do to ensure all those who lead subjects have the required knowledge to be able to monitor and evaluate their subjects effectively.

Governors are highly supportive of the school. Staff are proud to work here.

They feel that leaders support them to do their jobs well. Staff appreciate the training opportunities they have had.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some wider curriculum subjects, the school has not sequenced the precise knowledge they intend pupils to learn so that it builds towards end points. This means pupils do not always make links with what they have learned before and pupils find it hard to remember their learning. The school must ensure it sequences the knowledge it wants pupils to learn in a logical order so that pupils can build their knowledge well over time.

• Some subject leadership is at an early stage. A minority of subject leaders have not had the training they need to develop their knowledge of leading their subject. The school should continue to support subject leaders so that they have the knowledge and understanding needed to develop and evaluate the effectiveness of their subjects.