Colsterworth Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Colsterworth Church of England Primary School is a special place for pupils to learn and grow in. The ethos of caring is fully embedded.

Pupils and staff follow the core values of 'integrity, equality, respect, care and inclusion'. Pupils use the '3 Rs' to help them remember these values, so that they 'respect and take care' of themselves, others and the environment.

Leaders have high expectations for every child.

All pupils know about the 'high five' hand, which is there to give pupils positive guidance in all that they do. The hand represents school as being a safe place in which to make mistakes. It reminds pupils to show respect and care.

Pupils ...say that everyone is special, and it does not matter what anyone else thinks of them.

Pupils' behaviour is exemplary. They show respect for each other and for staff.

Bullying is rare. If it does happen, it is not tolerated and is dealt with quickly.

Pupils feel safe and are very happy.

They say that their teachers and leaders care about them. Parents and carers are proud of their school. A parent, typical of many, said that this is 'an excellent school that cares and supports children'.

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

Leaders are ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). The curriculum is well developed. Leaders have prioritised the important knowledge and skills that they want pupils to know in all subjects.

In lessons, teachers regularly recap on what pupils have already learned. This helps pupils to remember more of what they learn. Yet, there is some inconsistency in how well teachers complete these recaps.

Not all pupils and children in the early years can remember what they learn.

Teachers regularly check pupils' understanding during lessons. Teachers use this to help inform what pupils will do next.

Pupils have the opportunity to reflect on their own learning.

There is a strong focus on reading. Those who struggle with reading get the support they need to keep up.

Leaders ensure that all pupils have books that match their knowledge of phonics. Pupils have time to read regularly to help them to become confident and fluent readers. There is a vast choice of different texts for pupils to enjoy, including books that reflect diversity.

Pupils say they enjoy reading. Every classroom comes alive with a different story through the vibrant displays and reading areas.

Children in the early years have a strong start to their education.

They know the high expectations staff have of them. Children follow routines consistently. The learning environment supports them to be independent.

Children say they enjoy school. They can manage their own emotions. Children know the importance of turn-taking and sharing with friends.

They are well prepared for Year 1.

Leaders ensure that pupils with SEND receive the support they need in lessons. Teachers receive training to help them to understand pupils' individual needs.

Teachers adapt their teaching and activities to take these needs into account. This helps to ensure that all pupils are achieving the same outcomes.

Pupils have a positive attitude to their learning, and encourage each other to be the best they can be.

They behave exceptionally well in lessons and around school. They are respectful, and take pride in who they are and in their school environment.

Responsibilities play a key role in developing pupils' character.

They give pupils a sense of purpose. These include acting as playtime leaders and e-safety champions. Pupils are proud to be well-being ambassadors.

They actively support their peers with their well-being.

Pupils have a good understanding of Christianity and of different cultures. The vicar from the local church comes into school and debates 'big questions' during assembly time.

This helps pupils to understand more difficult concepts. An example of this is the teaching about salvation in religious education. One pupil described salvation as 'saving and rescuing people'.

Pupils do not have a good understanding of other faiths. They know the importance of respecting difference. Most pupils know the British values.

They demonstrate these through their actions.

There are many opportunities for pupils to develop their interests and talents. These include music, sports and science clubs.

Pupils visit places of cultural interest. Some take part in 'Young Voices' and the 'mini-Olympics'. Pupils know about career opportunities.

They have high aspirations for their own futures.

Staff say that leaders are mindful of their well-being and workload. Leaders and staff say they are very well supported by the trust.

Trustees and governors know their school well and provide strong support and challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders take safeguarding seriously.

Staff receive training to identify any pupils who may be at risk of harm. All staff report any concerns to the designated safeguarding leads. These concerns are dealt with swiftly.

Leaders work well with external agencies. They ensure that pupils and their families get the right support. Leaders are not afraid to challenge.

They always ensure that pupils get the right outcome.

Leaders ensure that pupils know how to keep themselves safe. This includes staying safe online.

Pupils know the importance of being mentally and physically healthy.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed a coherently planned and well-sequenced curriculum. On occasion, there are inconsistencies in what pupils can recall about their learning in some subjects, including in the early years.

This is because teachers do not always provide effective recaps of what pupils have previously learned. Pupils do not reliably remember what they have been taught in all subjects. Leaders should ensure that teachers consistently use effective strategies to help pupils recall what they have learned, so that pupils know and remember more of the school's curriculum.

• Some pupils' knowledge of different faiths is inconsistent. Although they know to respect difference, some pupils are not as aware as they should be of different faiths. Leaders should ensure that pupils have the necessary knowledge and understanding of different faiths to prepare them for life in modern Britain.