Cookridge Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Pupils' achievement in all areas of school has accelerated since the last inspection and is now good. As a result of an emphasis on improving teaching, pupils' progress in reading, writing and mathematics is improving apace and standards have risen.

Pupils of all abilities make good progress whatever their starting points. They achieve well in each key stage. More pupils now reach the level expected for their age at the end of Year 6, where standards are now broadly average.

Teaching is good, with some instances of outstanding practice. Teachers have high expectations, provide work that is well matched to pupils' varying abilities and ac...tivities that are motivating and challenging. Pupils behave well, have very positive attitudes and attend school regularly.

Good support and care is provided for the few pupils who find behaving well difficult. The curriculum provides a particularly strong emphasis on developing pupils' basic literacy and numeracy skills. This along with pupils' good behaviour, attitudes to learning and strong spiritual, moral, social and cultural development ensures that they are well prepared for their future.

The headteacher provides strong leadership. Her drive, ambition and clear direction has been a key factor in the rapid improvements made. The senior leadership team has been strengthened and staff morale is high.

Teaching is improving rapidly through well-planned training and because teachers are held to account for the progress of their pupils. Governors provide good support, are well informed about the school's performance and hold leaders and managers rigorously to account. It is not yet an outstanding school because : A small minority of teaching requires improvement.

Occasionally, adults over direct lessons. Pupils are not always able to be independent enough. Lessons do not always move on at a pace that is just right for them.

Reading comprehension skills of some pupils are below those expected for their age. Pupils' achievement in mathematics is sometimes hampered because their mental calculation skills are too slow. Subject leaders do not yet make a full contribution to monitoring the quality of teaching.

Information about this school

This is larger than the average sized primary school. The proportion of pupils known to be eligible for pupil premium funding is above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, those children that are looked after and children from service families.

The proportion of pupils supported by school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is broadly average. The large majority of pupils are of White British heritage.

The proportion of pupils that speak English as an additional language is above average. A very small number of pupils receive additional support as part of their education off-site at local authority pupil referral units. The headteacher has been in post since September 2011, six weeks before the last inspection.

There have been several staffing changes at all levels since the last inspection. This includes a restructure of leadership and management roles. The deputy and assistant headteacher have been in post since September 2013.

The school is part of a trust alongside two other primary schools and one secondary school. It has formed a partnership with an outstanding school within the local authority. The school is accredited with several awards which include: E-Twinning status; Sing Up Platinum; British Council International Award and the Stephen Lawrence Award.

It is also a Voices Foundation Beacon School. The school has extensive international links with and has undertaken projects in Australasia, South and Central Africa, Eastern and Western Europe, South America, Asia and Scandinavia. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress.