Cottingham Church of England Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The school has greatly improved over the last three years, under the strong leadership of the headteacher.

Achievement in writing has risen rapidly since the last inspection and is now outstanding in Reception and Years 1 and 2. Pupils very swiftly learn the sounds that letters make. Progress is good in mathematics and it is good, overall, in all year groups.

Teachers make lessons exciting and interesting, so pupils are keen to learn. Teachers are very good at identifying exactly what they want pupils of different abilities to learn in each lesson. As a result, they ask the right questions and prompt pupils well.

Teachers use ma...rking well to help pupils improve their work. Pupils look after each other and feel safe. They are polite and behave well, and are good at reflecting about things like other people's feelings.

Leaders at all levels, including governors, are doing a good job. They know how well the school is doing and plan well to improve it. It is not yet an outstanding school because : The tasks teachers give pupils in lessons do not always lead to the rapid learning they want.

When leaders identify things teachers should improve, these are not always followed up the next time the teacher is observed. In Key Stage 1, progress in mathematics is not as rapid as in English. The girls, in particular, have ground to make up.

Information about this school

Cottingham is smaller than the average-sized primary school. Most pupils are White British. In most year groups, there are a lot more boys than girls.

The proportion of pupils known to be eligible for support through pupil premium funding is below average. This extra money is given to schools by the government to help pupils who are known to be eligible for free school meals, those looked after by the local authority and those with a parent in the armed services. The proportion of disabled pupils and those who have special educational needs supported through school action is broadly average, as is the proportion supported through school action plus or with a statement of special educational needs.

An above-average proportion of pupils join or leave partway through their primary schooling. The school meets the governments' current floor standards. These are the minimum expectations set for attainment and progress.

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