Cossington Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this small, friendly and welcoming school. Many say that they look forward to coming to school because of the care that staff show them.

Staff model the kindness and respect they expect the pupils to show. Pupils respond by being kind, caring and wonderfully inclusive towards each other. Their behaviour is exemplary.

There are strong relationships between the staff and pupils. The intimate nature of the school and its ethos of 'care, significance and purpose' mean that all pupils are known well by staff. Pupils care for each other.

Older pupils take responsibility for looking after younger children. Pupils say that they feel safe. They ...know that staff will take any worries they may have seriously.

Parents and carers are overwhelmingly positive about the school. One parent, summing up the views of many others, said, 'My children are extremely happy here due to the hard work of the staff, who always put the needs of the children first.'

The school has high expectations for all pupils.

Staff want pupils to develop as confident learners and 'courageous advocates'. This ambition underpins all of the school's activity. Pupils thrive and grow in confidence because of the rich experiences the school provides.

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

The school has ensured that an ambitious curriculum is in place in all subjects. In many subjects, there is careful thought given to what important knowledge and skills pupils need to learn and when. For example, in history, pupils learn about events in British and world history in chronological order and deepen their understanding through studying themes such as 'invasion' and 'power'.

Some subjects have been recently developed. It is too early to see fully how well these curriculums are securing all the key knowledge the school has identified for pupils to learn.

Teachers re-cap on previous learning at the start of lessons and use questions effectively to check that pupils understand what they are learning.

Teachers use their good subject knowledge to present information clearly and engage pupils in interesting learning activities. As a result, in most subjects, pupils are remembering more and growing in confidence as learners.

The school promotes a love of reading.

A wide range of books are freely available. Reading is prioritised by ensuring that pupils read regularly. Younger pupils have daily phonics lessons taught by well-trained staff.

The books they read are generally well matched to the sounds they know. This allows most pupils to become accurate and fluent readers quickly. However, the reading interventions for pupils who need extra support do not contain the precision needed to ensure that pupils quickly catch up and keep up with their peers.

There is a lack of sharpness in other interventions that disadvantaged pupils receive. The targets and success criteria outlined in the 'provision maps' and pupil support plans lack the detail staff need to know to ensure that these interventions are having the maximum impact possible.

The school is ambitious for all pupils.

Staff know individual pupils well. They use this knowledge to support pupils with special educational needs and/or disabilities (SEND) well. These pupils benefit from dedicated staff who carefully include them in the school community.

Children in the early years get off to a strong start. Their provision has been carefully mapped out so that they can make the most of all learning opportunities. Children enjoy making new discoveries and the 'rainbow challenges' that develop their independence.

They are well prepared for their next stage at school.

The school provides pupils with a rich variety of experiences linked to the school values. Pupils learn to care for the environment through outdoor learning.

Members of the gardening club showed off their impressive insect house 'Bugingham Palace'. Pupils learn about how they and others have significance through the many trips and visits they take part in that develop their understanding of the world around them. Visitors to the school help pupils broaden their thinking on a range of issues.

Pupils visit places of worship to learn about different views and beliefs. They undertake purposeful activities in both the school and local communities and work on charitable projects to raise money for people in other countries. Many pupils regularly enjoy the vast range of clubs available to them.

All of this carefully planned activity develops wonderfully well-rounded pupils who are very well equipped for their next steps in education and for life in modern Britain.

Pupils carefully follow the schools' expectations for good behaviour. They work hard to please staff because of the strong relationships they have with them.

Pupils are extremely polite and welcome visitors and those new to the school.

The school is well led. Governors understand their role and carry out their duties effectively.

Staff are passionate about continually improving the school. They say that they feel valued and cared for and that their workload is carefully considered. They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The support that pupils receive for reading does not always contain the precision needed to ensure that these pupils become accurate and fluent readers as quickly as they could. Staff do not always address gaps in pupils' phonics knowledge.

This limits these pupils' ability to catch up and keep up with their peers. The school should ensure that all staff who support pupils with reading have the knowledge they need to implement precisely and effectively the school's reading scheme so that pupils become accurate and fluent readers as soon as possible. ? Some disadvantaged pupils, including those with SEND, are not always supported by interventions that precisely address their needs.

Staff do not have sufficient information, including clearly defined success criteria, to provide some of these pupils with highly effective intervention. As a result, these pupils do not always make as much progress through these interventions as they could. The school should ensure that all staff have the necessary information, knowledge and skills to make sure that these pupils get the precise help they need to be successful.