We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Collingbourne Church of England Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Collingbourne Church of England Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Collingbourne Church of England Primary School
on our interactive map.
About Collingbourne Church of England Primary School
Collingbourne Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils enjoy coming to this friendly and welcoming school. They appreciate how adults check in with them daily to ensure they are happy and ready to learn. Pupils feel safe and are confident any worries are resolved quickly.
Many parents and carers praise the school and all it does to support their children. They comment typically on how staff create an atmosphere of 'positivity and kindness'.
The school has high expectations for its pupils.
Pupils are keen to learn, and many achieve well.... In most subjects, the school makes checks to find out what pupils know and can do. This supports pupils to build on previous learning.
Pupils learn the behaviours expected of them quickly. These high expectations start in the early years where staff teach children to be 'ready, respectful, safe'. There is a calm and purposeful environment for pupils to learn.
Staff respond calmly and sensitively when pupils struggle with their emotions. This enables pupils to get back to their learning quickly. Pupils behave well during lessons and social times.
Pupils take pleasure in the rich opportunities on offer, such as chamber choir, outdoor education and learning to play a musical instrument. These activities develop pupils' interests and talents.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum.
The key knowledge, skills and vocabulary that pupils need to know and remember have been identified in all subjects.This helps pupils to build their knowledge well in most subjects. For example, in history, pupils are able to explain with confidence the contribution the ancient civilisation of Greece makes to their lives today.
In mathematics, pupils are able to use their knowledge of number to solve questions in algebra with success. However, the checks on what pupils know and remember are not secure across all subjects. This means that pupils find it difficult to remember some of the important knowledge they have been taught.
The school is quick to identify pupils with special educational needs and/or disabilities (SEND). Pupils with SEND access the same learning as everyone else. Adults are alert to pupils' needs and adapt learning accordingly, for example, by using equipment and adult support to break learning down into smaller steps.
Such adaptations help pupils with SEND to achieve success.
The school wants every pupil to learn to read as quickly as possible. Children begin learning phonics as soon as they start school.
The school ensures that books precisely match the phonics knowledge of children. Where children might be at risk of slipping behind, additional support is put in place to help them keep up with their classmates. Pupils develop into confident and fluent readers, which prepares them well for key stage 2.
The school was quick to analyse why the published outcomes in 2024 for pupils in writing were significantly lower than it had hoped. As a result, prompt action has been taken. There is evidence that current pupils' progress through writing across the English curriculum is improving.
Nonetheless, the school is aware that many pupils lack basic skills in punctuation, spelling and presentation. This slows their flow and fluency when writing across subjects.
The school provides pupils with plentiful opportunities to expand and develop their interests and talents.
There are a wide range of clubs on offer, such as cooking, dodgeball and dance. These clubs are open to all and are well attended.
Pupils welcome the roles and responsibilities on offer.
These include being elected to become pupil ambassadors, school councillors and collective worship leaders. Pupils chosen to be green ambassadors actively promote the importance of looking after the environment, such as the design of posters as a reminder to turn lights off. These and other activities help build pupils' confidence and develop organisational and leadership skills.
The school carefully considers the provision for pupils' personal development. Pupils relish the opportunities on offer, which include trips to London to visit museums and theatres. The residential trips are a firm favourite with pupils.
Such activities broaden pupils' experiences. Pupils learn how to become thoughtful and caring citizens. They respect and appreciate the diversity of the world in which they live.
The school promotes positive mental health across the community and offers effective support and guidance to those who need them. In addition, staff are in tune with the specific needs of pupils from military families. Activities and clubs, such as 'Little Troopers' and 'Reading Force', are enjoyed and appreciated by many.
Staff are extremely proud to work at the school. They welcome the support and consideration of leaders to manage their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The curriculum for writing is less well developed than in other subjects. Some pupils do not secure the fundamentals of spelling, punctuation and presentation that they need to be ready for later work. The school should ensure that the writing curriculum is securely in place so that pupils achieve the best possible outcomes in writing, including the presentation of their work.
• In some subjects, the school has not yet established systems to check how well pupils remember the knowledge they have been taught. As a result, pupils' recall of some prior learning can be patchy. The school needs to ensure that assessment is used effectively in order to check what pupils know and remember across all subjects.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.
