Cockton Hill Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders, governors and staff have worked as an energetic and cohesive team to drive improvement in all aspects of the school's work and in their own effectiveness, to good effect. The quality of teaching is now good. This has led to sustained improvement in pupils' attainment since the last inspection.

Pupils' outcomes by the end of Year 2 are above average and improving. Pupils make good progress from their different starting points. Previous gaps between the achievements of boys and girls, disadvantaged pupils and other pupils have narrowed well.

Pupils' personal development and behaviour are outstanding. They are excellent ambassadors ...for the values the school holds. Pupils' conduct and behaviour are impressive.

Pupils are friendly, kind, respectful and thoughtful to each other and adults. Their attitudes to learning are consistently positive. The school is an oasis of calm and care and pupils thrive here.

They are taught well about how to keep themselves safe. Pupils are confident that any adult or buddy will help them when they are feeling down or have a problem. The school's approaches to improve pupils' previously low attendance are working.

Attendance is now above average and the number of pupils who are persistently absent is low. The early years has been transformed. Children thoroughly enjoy their time in Reception.

They have made excellent progress this year. Governance has improved. Governors are trained well and ensure that leaders are held to account for the impact of their work effectively.

Pupils' achievements, together with the personal, social, emotional and moral qualities they develop at Cockton Hill, prepare them well for their next steps in education and lives in the wider community. It is not yet an outstanding school because : Pupils' outcomes and the quality of teaching are not yet outstanding. At times, some teachers do not pick up basic errors in pupils' work, such as common words, or basic skills previously taught.

On occasions some pupils, particularly the most able, are not challenged by their activities to achieve their very best. There are limited opportunities for them to think deeply or grapple with, and solve, problems for themselves.

Information about this school

This is an average-sized infant school when compared to infant schools in County Durham, but smaller than the average primary school.

The majority of pupils are of White British heritage, although the proportion of pupils from minority ethnic communities has increased since the last inspection. A much higher than average proportion of pupils are supported through the government's pupil premium funding (this is additional funding for pupils who are known to be eligible for free school meals or for children who are looked after by the local authority). The proportion of pupils supported by the school for their special educational needs or disability is slightly above that found nationally.

An average proportion has a statement of special educational needs or an education, health and care plan. Since the last inspection, the school day has been extended and the leadership team has been restructured. The school meets requirements on the publication of specified information on its website.

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