Cockerham Parochial CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils told inspectors that they enjoy coming to this school.

They benefit from the positive relationships that they enjoy with each other and with staff. Pupils said that they trust that staff will listen to their concerns and worries. This helps them to feel happy and safe at school.

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Many pupils embody the school value of 'commitment' in their approach to learning. They work hard and achieve well during their time at the school.

Leaders and staff have high expectations of pupils' behaviour. Pupils, parents and carers told inspectors that behaviou...r in lessons has improved considerably since leaders revised the behaviour policy. Many pupils try to treat others in the same way that they would like to be treated themselves.

If bullying does occur, leaders deal with it quickly.

Pupils learn the importance of teamwork and responsibility through being members of different groups, such as the school council. Pupils actively contribute to the wider community.

They participate in local litter picking events and raise money for regional charities. Such experiences develop pupils' understanding of the positive contribution that they can make to society.

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

Since the previous inspection, the members of the new leadership team have focused on developing the curriculum across a number of subjects.

They have ensured that the revised curriculums are ambitious for all pupils, including those with SEND. Leaders have considered the important knowledge that pupils should learn from the Reception Year to the end of key stage 2. They have ensured that teachers have had the training and support they need to teach the curriculum well.

Overall, many pupils, including those with SEND, achieve well.

In most subjects, teachers check on what pupils know and remember from previous learning. They devise appropriate lesson activities that help pupils make sense of new learning.

Many pupils build a deep body of knowledge over time. However, in a small number of subjects, the new curriculum has been recently introduced. These curriculums are ambitious and identify the important knowledge that pupils should learn.

Nevertheless, in these small number of subjects, leaders have not ensured that teachers identify and address the gaps in knowledge that some pupils have as a result of the previous weaker curriculums. Consequently, some pupils are moved on to new concepts too soon and their learning is insecure.

A love of reading is prioritised from the start of the Reception Year.

Children in the early years enjoy exploring the meaning of new words that they encounter in different books. Across all year groups, pupils build an appreciation of different types of books, including poetry and non-fiction. Many pupils understand the important role that reading plays in their education.

Leaders ensure that staff have had the training they need so that they teach the phonics programme well. Pupils quickly learn the sounds that letters represent. Leaders put additional support in place for those pupils who need it.

This helps these pupils to keep up with their peers. Staff provide pupils with books to read that are well matched to the sounds that they know. This helps pupils to experience success and enjoyment through reading.

Most pupils become fluent and confident readers by the end of key stage 1.

Leaders have effective systems in place to identify the additional needs of pupils with SEND. Staff have benefited from the specialist training that they have received.

Typically, teachers adapt learning activities well for pupils with SEND so that these pupils learn the same curriculum as their peers.

Children in the Reception Year behave very well and readily follow the established routines. They work and play well with one another.

This makes for a calm and purposeful learning environment. Across the school, most lessons proceed without disruption. This allows pupils to focus on the learning activities that the teachers provide.

Pupils experience many opportunities that prepare them well for life in modern Britain. Leaders ensure that pupils have the opportunity to learn about different faiths and cultures. Pupils understand that there are many different types of families in society.

They learn about fundamental British values, which are also reflected in the values of the school. Pupils benefit from opportunities to develop their talents and interests through clubs such as yoga and choir.

Governors support and challenge leaders to achieve the best possible outcomes for all pupils.

Leaders are considerate of staff's workload and well-being when making decisions about policies and procedures. Staff are positive about working at the school. They value the support that they receive from leaders to enable them to do their jobs well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff have frequent safeguarding training. This helps staff to understand their roles and responsibilities.

Staff follow clear procedures to report any concerns that they have about a pupil. Leaders respond to concerns in a timely manner. They work well with other professionals to help vulnerable pupils and their families access any additional support that they may need.

Leaders ensure that pupils have the opportunity to learn about hazards that they may encounter outside of school. For example, pupils learn how to ride a bike safely on public roads and recognise the potential dangers of open water. Pupils learn how to protect themselves from harm when working and playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, some pupils have gaps in their knowledge. These pupils struggle to make sense of new learning. Leaders should ensure that teachers identify and address gaps in pupils' learning before teaching new concepts.

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