Cockernhoe Endowed CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of Cockernhoe School. They have a strong sense of belonging, describing their school as like having 'another family'. From early years, pupils build positive relationships with staff and their peers.

Pupils listen to and respect each other's ideas. They know what it means to be a good friend, so bullying is rare.

Leaders have high expectations for pupils, but these are not always realised.

The curriculum that pupils experience is not well balanced. Some pupils do not learn important information needed to help them better in the future. Some pupils with special educational needs and/disabilities (SEND) do not always get the help and... support they need quickly.

Pupils behave well and are safe. The school is calm and orderly. Pupils understand the school rules and know why it is important to follow them.

They know who to speak to if they have any worries. Pupils trust adults to help them sort out any problems they have.

Leaders place importance on broadening pupils' experiences.

Pupils enjoy learning about the school values such as friendship, cooperation and unity. They learn what it means to be part of a community and make a difference. Pupils learn about future careers, such as being a charity worker, a pilot and an author.

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

Leaders' broad curriculum lacks the ambition they intend. In most subjects, leaders have set out the skills that they want pupils to learn but not the specific knowledge they want pupils to know and remember. This includes the vocabulary that pupils need to explain important concepts.

Leaders do not check that the curriculum is being taught as planned. This means that in some subjects, pupils experience a disconnected curriculum. Teachers do not check on pupils' understanding effectively to plan future learning.

They do not help pupils to build effectively on previous knowledge, so pupils struggle to remember what they have learned. This is not the case for the early years, where children learn well.

Pupils enjoy their learning.

In the early years, where the curriculum is well set out, children revisit previous learning. Staff check what children can do before moving on. Children receive the support they need to progress in their learning.

Staff in the early years ask effective questions to support children's independent learning. This includes solving problems and looking for more than one solution. This is not routine for pupils in the rest of the school.

Across most subjects, teachers do not break learning down into small steps. They sometimes lack the subject expertise to do so. Pupils who find learning tricky do not always get the help they need to achieve, including pupils with SEND.

Leaders have implemented a new phonics programme and have trained some staff well. Pupils have books that are well matched to their reading ability, so they can confidently talk about the books they like and share recommendations. Leaders have created a love for reading.

Teachers check what sounds pupils know and provide support for those who find reading difficult. Older pupils who are struggling to keep up with the phonics programme are supported to catch up, but could do so more quickly.

Leaders have systems in place to identify pupils with SEND.

This identification is not always accurate. Teachers do not always know precisely the needs of pupils with SEND. Conversely, children in the early years have their needs well met.

Pupils with SEND access the same curriculum as their peers. Despite this, some pupils do not always get the support they need because staff are not skilled in adapting the curriculum to meet their needs.

Leaders have high expectations of pupils' behaviour.

They praise pupils when they make good choices. Pupils are polite and kind. They listen well to instructions and do their best in lessons.

In some cases, when tasks are not well matched to the intended learning, some pupils become distracted. Pupils interact well with each other. They are willing to help their peers if they are in need, for example if someone is finding learning tricky or if they have fallen over.

Pupils learn about other faiths and recall key facts about other religions. They confidently talk about how to stay healthy and active, and why this is important. Pupils attend a range of after-school clubs that develop their talents and interests.

Leaders, including governors, do not check that pupils are consistently learning a high-quality curriculum. Governors do not always ask questions that focus on how well pupils are achieving or how well the curriculum is being taught. Leaders do not always make their expectations clear for staff, and this means that some staff do not have clarity on how to teach the curriculum effectively for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular training and updates on safeguarding. They know pupils and families well and are quick to spot concerns that a pupil is at risk.

Leaders respond quickly and appropriately. They build partnerships with external agencies to provide support for pupils and families in need of help. Leaders ensure that the necessary checks on staff are carried out.

Pupils learn how to stay safe online and how to report concerns to adults. They adapt teaching if this is needed to help pupils understand potential dangers, how to report them and how to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not set out precisely the important knowledge they want pupils to learn in all subjects.

This means that pupils do not learn the full curriculum well. Many develop gaps in their knowledge because key content is missed. Leaders must set out clearly the important knowledge pupils need to learn and provide training to ensure that staff have sufficient subject knowledge to teach the curriculum well.

Leaders must also ensure staff check how well pupils learn and remember the curriculum. ? Some staff do not have the knowledge to identify accurately the support that the pupils with SEND need. They do not adapt the curriculum appropriately for all pupils.

This means that some pupils with SEND do not achieve well. Leaders must ensure that staff have the knowledge and skills needed to identify pupils' needs and adapt learning so that all pupils make progress. ? Governors do not have an accurate view of the quality of education pupils are receiving.

They do not ask enough questions of leaders to assure themselves that all pupils are learning effectively. Governors need to ensure that they ask questions that deepen their understanding of the curriculum, to allow them to hold leaders to account more rigorously. Governors must have assurances that leaders are doing what they say they are doing, to have a better understanding of the quality of education for all pupils.