Coten End Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, their parents and carers, and all staff are proud to be a part of Coten End Primary School. This is an industrious, happy school, where staff have high expectations and pupils achieve well. There is an ambition here for every pupil to do their best, and every effort is made, on the part of staff, to help them succeed.

Despite being a large school, every child here is a valued individual. Pupils receive help when they need it because teachers know them well. Their talents are recognised and celebrated, including in sports and music.

There is an evident sense of pride, belonging and family.

The school's motto, 'learning for everyone, learning from every...one', is something that stands out and is evident in daily interactions. Collaboration is everywhere.

Pupils work well together in the many groups in which they learn. Staff have an exceptional passion for the team of which they are a part.

There is a calm, purposeful environment in which pupils know that adults will deal with any poor behaviour should it occur.

Pupils behave well and feel safe because staff are vigilant and knowledgeable about the risks to pupils in and out of school.

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

The school's work on designing and embedding its curriculum has been a success. This has resulted in a curriculum that inspires pupils and provides them with wider opportunities to learn.

Staff have decided what learning is most important and in what order to teach it. As a result, pupils' knowledge usually builds well on what they already know or can do. They know how to be historians and mathematicians.

They speak confidently about their learning. However, in a small number of subjects, teachers do not check that pupils have understood a concept or idea well enough before moving on. When this happens, pupils do not learn as effectively as they could.

Mathematics is a real strength here. Pupils achieve very well, becoming competent mathematicians who are always ready for the next challenge. In lessons, teachers routinely visit pupils' past learning.

This helps pupils to secure their mathematical knowledge. Pupils make connections in their learning and develop mathematical fluency. Many told inspectors that mathematics is their favourite subject.

When children enter Reception, they quickly settle into routines. They take advantage of the stimulating environment and engaging activities. Teachers throughout the school are quick to identify children with special educational needs and/or disabilities (SEND), and they adapt teaching accordingly.

Children feel confident because of the positive relationships that are fostered in school.

The school has ensured a high level of consistency in the effective teaching of phonics. Teachers are experts in this respect.

As a result, pupils become fluent and confident readers early on in their school career. Nearly all pupils enter key stage 2 as secure, fluent readers.

The school has chosen carefully the books that teachers read to pupils.

They have considered the richness of vocabulary and the way books link to curriculum subjects, such as history. As a result, pupils are inspired to read for themselves and do so with gusto.

The school promotes, consistently and extensively, the personal development of all pupils.

Opportunities are carefully built into the curriculum, and staff ensure that disadvantaged pupils have full access to them all. Pupils gain a secure understanding of fundamental British values and equality. They become knowledgeable about making healthy choices and how to keep themselves safe in the real world and online.

Pupils contribute fully by taking on important roles in school. They become well-being ambassadors, school councillors and charity committee members. The school also provides high-quality pastoral support for pupils who are struggling in any way.

The vast majority of parents have high praise for this school. Parents are well informed about what their children are learning and about how they can support them. For instance, a large proportion of parents of children in the early years take part in phonics workshops.

Governors bring expertise, passion and commitment to their roles. They are strategic, ask the right questions and care deeply about the welfare and pupils and staff. Governors have a detailed knowledge of school life and make a strong contribution to continual school improvement.

The school's engagement with staff is extremely effective. Leaders and staff at all levels share an incredible passion for providing the best for all pupils. The sense of shared values, vision and teamwork is impressive.

Staff are well supported and feel valued. The culture of continuous improvement is palpable; there is no resting on laurels at Coten End.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not systematically check how well pupils understand their learning before they move on to new material. This means that pupils can become confused or do not retain what they are taught. The school should ensure that pupils' key learning is fully understood before teachers introduce new concepts or ideas.

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