Coomb Briggs Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils care for and respect each other. They told inspectors that they were proud to come to school and enjoy their learning. Pupils are polite and hard working.

Pupils say they feel safe. They say that there is no bullying. They feel that if it did happen, it would be dealt with swiftly.

Pupils know that all the staff care about them.

Pupils are happy to come to school. Teachers make lessons interesting and help pupils do their best.

Pupils are particularly keen to take part in the wide range of sporting clubs and competitions on offer at the school.

Staff expect pupils to work hard. Teachers make sure that every pupil knows the basics of r...eading, writing and mathematics well.

Pupils are confident when talking to visitors. The inspection team was made to feel most welcome by all members of the positive community.

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

The headteacher and staff have worked hard to review and improve the school's curriculum.

The recent changes ensure that most subjects are carefully planned and well delivered. Staff order pupils' learning well to ensure they learn the right knowledge at the right time. For example, in mathematics, teachers make sure that pupils can apply what they have studied before moving on to the next topic.

Pupils are not always clear how their learning in other subjects and topics can link and help them to remember more.

History teaching is well planned. Pupils are knowledgeable about the history curriculum.

They told us that they loved going on a school trip to Eden Camp, a modern history theme museum. This 'wow day' sparked pupils' interest in studying World War Two. This work continued in school over a series of lessons.

One pupil told us that living through the Blitz must have made children and adults feel shocked, scared and angry. The history curriculum helps to develop pupils' curiosity and empathy.

The top priority for leaders and staff is to teach pupils to read confidently and fluently.

Leaders have reviewed how reading is taught across school and this has led to improvements. Reading is mostly taught well, and pupils make good progress. However, leaders have not made sure that Reception teachers build on the sounds that children already know.

Older pupils put their reading skills to great use. They love reading. One pupil commented that, 'It is exciting to share books because it inspires others.'



In the Reception class, staff provide children with many activities to help their development. Children listen carefully and follow instructions. They learn to take turns, for example, by parking toy vehicles in correctly numbered parking spaces.

At times, teachers' expectations of what children can achieve are too low. As a result, children do not get off to a good start. Some children in Reception are not well prepared for the demands of the curriculum in Year 1.

The curriculum caters well for pupils with special educational needs and/or disabilities (SEND). These pupils are fully involved in lessons. They are well supported by teaching assistants who know them well.

The special educational needs coordinator oversees the work of teachers and teaching assistants to ensure that pupils with SEND are well supported.

All staff have high expectations of pupils' behaviour and attitudes to learning. Pupils settle to work quickly with little fuss.

This is because they are interested and curious learners.

Teachers and leaders provide pupils with a wide variety of experiences. These also include a range of after-school clubs.

Pupils say they enjoy taking part in sporting competitions. Staff and pupils are rightly proud of their platinum award for sporting success. Leaders have reviewed the provision to support pupils' personal development.

They recognise that although pupils study several religions, pupils are not always clear about the similarities between those religions and cultures.

Governors are experienced and know the school well. They work with leaders to ensure that the school is managed effectively.

Leaders, including governors, know that the monitoring of the curriculum subjects is important. They are beginning to do this and have plans for this to continue.

Safeguarding

The arrangements for safeguarding are effective.

Checks on staff are conducted well before they start work at the school. All staff are well trained to spot and report any concerns they have. Leaders use this information to get families the help they need.

Staff have good partnerships with families and outside support agencies. They know pupils very well and take prompt action when they have concerns. This makes sure families get any help they need.

Pupils say they feel safe in school and the clear majority of parents and staff agree. Staff teach pupils how to keep themselves safe both in school and at other times. Pupils learn how to stay safe when using the internet and social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Some pupils are not always clear about how their learning in other subjects, and across topics can connect, and how this can help them to remember more. Leaders should make sure that the sequenced planning they have developed across all subjects and topics results in pupils remembering more. Leaders, including governors, should monitor these changes carefully to make sure that these changes continue to improve teaching and learning.

It is clear from the intentions of leaders, and from the work that has taken place so far, that they are in the process of bringing this about. . Not enough children are well prepared for starting the Year 1 curriculum.

Leaders need to implement their plans to improve the quality of the early years' curriculum. They should ensure that there is continuity of the curriculum between Reception and key stage 1 so that more children are ready for the demands of Year 1. Teachers should raise their expectations of what children can achieve from the time they start at the school.