Cottesbrooke Infant and Nursery School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Children get off to a good start in the Early Years Foundation Stage, where they make good progress. Teaching across the school is consistently good, with some examples where pupils' learning in lessons is outstanding.

All groups achieve well, including disabled pupils and those who have special educational needs. Pupils make good progress in reading, writing and mathematics. By the end of Year 2, many reach standards that are above the national average in English and mathematics.

The school is a happy place where pupils feel safe and enjoy learning. They behave well in lessons and as they move around the school. Pupils from different ba...ckgrounds get on well with each other.

They are confident, polite and friendly. Since the last inspection, the headteacher and the governing body have brought about many improvements in the school, including in teaching, pupils' achievement and pupils' attendance. School leaders make regular checks on the quality of teaching and on the progress that pupils make.

They quickly take any action that is needed. It is not yet an outstanding school because : Teaching is not yet outstanding. Chances are missed in the Early Years Foundation Stage for children to learn by exploring and investigating without adult help.

Some teachers use a limited range of ideas and resources in teaching literacy. This slows the progress that some pupils make. Teachers' marking in mathematics does not give pupils, parents and carers a clear idea of how work can be improved.

Adults other than teachers are not always used well in lessons to help pupils learn, especially when the teacher is talking to the whole class. The targets for improvement set by leaders for teachers are not linked directly to the progress made by the pupils they teach.

Information about this school

Cottesbrooke Infant School is larger than the average-sized infant school.

It has Early Years Foundation Stage classes for Nursery and Reception-aged children. Over two thirds of its pupils are from minority ethnic backgrounds, which is a much higher proportion than is found nationally. The largest groups are pupils of Pakistani and of Indian heritage.

The proportion of pupils who speak English as an additional language is higher than average. The proportion of pupils supported by school action is slightly higher than national figures. The proportion supported by school action plus or with a statement of special educational needs is lower than is found nationally.

An above-average proportion of pupils are known to be eligible for the pupil premium, which provides additional funding for children in local authority care, pupils known to be eligible for free school meals or with a parent in the armed forces. The school does not make use of any off-site alternative provision for its pupils. The school runs a breakfast club and an after-school club.