Richard Cobden Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy here.

They told us that all the adults who work with them are kind and helpful. The nurturing spirit of the school helps pupils to excel in all aspects of school life.

Pupils feel safe.

They know that bullying is not tolerated. If bullying were to happen, pupils know exactly where to turn for support. Pupils' behaviour is excellent too, in classrooms and at playtimes.

Pupils know that behaving sensibly helps them to get the most of their education.

Leaders and staff have high expectations for all pupils. Pupils rise to this challenge.

In lessons, teachers want pupils to do their very best. Pupils know this. The...y feel that staff do all that they can to help them to be successful.

Pupils particularly appreciate the way staff help them if they get stuck or find their work challenging.

The work which pupils produce is of the highest quality across all subjects. Displays in classrooms and corridors celebrate this.

Leaders, staff and pupils are rightly proud of the learning that takes place here.

Many parents and carers told us that they travel a long way to bring their children to this school. Parents value the great care given to their children and how staff encourage their children to aim high.

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

Leaders run a very caring school. They make sure that pupils are 'heard, understood and valued' as individuals. At the same time, leaders' ambitions for pupils are very high.

All staff work together with a shared aim to provide an exceptional education. They expect the best of their pupils. This encourages pupils' strong commitment to their own learning.

Children settle quickly into the early years. It is an exciting place to learn. Staff plan learning carefully.

Their expectations for children are as high as those found in the rest of the school.

Plans for all subjects build towards ambitious end points. They reflect leaders' determination that all pupils will achieve to the very best of their abilities.

Leaders know exactly how well pupils learn in each subject. They continually find ways to strengthen pupils' achievement. They provide additional support to help any pupil who is falling behind, particularly in reading.

Pupils with special educational needs and/or disabilities (SEND) receive excellent support. Teachers ensure that pupils with SEND learn the same full range of subjects as other pupils. They adapt work to meet pupils' needs.

As a result, pupils with SEND achieve highly.

Teachers have an in-depth knowledge of the subjects they teach. They are skilled at using subject plans so that all pupils build successfully on what they have already learned.

This includes pupils with SEND. Teachers follow a carefully thought-through order so that new subject matter and concepts build on pupils' existing knowledge. They make sure that pupils understand and master new knowledge, including in reading, writing and mathematics.

This means that pupils use key concepts with confidence.

Leaders and staff place great importance on developing pupils' communication skills. Teachers are excellent role models in their careful use of language.

They introduce pupils purposefully to important words and motivate them to use them so that they build up a rich vocabulary. Pupils use subject-specific words accurately when they discuss their learning. This is particularly helpful for pupils who speak English as an additional language and who are at the early stages of fluency in English.

Reading has a high priority from the start of the early years. Adults read stories to children very regularly. They use songs and rhyme to bring books to life.

This helps children to acquire and use new words quickly and accurately, particularly those who are at the early stages of building fluency in spoken English. Children in Nursery and Reception have a clear love of books. During the day, children choose to sit in the reading areas and share books with one another.

Early reading skills are taught securely in the early years and Years 1 and 2. Staff make sure that pupils read books that match the letters and phonics sounds that they know. Pupils take reading books home to practise what they have been taught in class.

Leaders encourage parents to support their children's learning at home. Staff provide parents with plenty of opportunities to get involved in their children's learning. Parents appreciate this.

Teachers make sure that pupils who fall behind with their reading catch up quickly. Pupils who join the school part way through the early years or Years 1 and 2 and who are new to reading receive tailored support.

Teachers organise interesting outings to parks and museums.

Pupils develop and celebrate their talents through learning to play musical instruments, taking part in musical performances and competing in sports competitions, such as tag rugby, athletics and dodgeball, with other schools. Pupils enjoy the many popular clubs on offer, such as computer programming. All pupils have access to these activities, with no one being left out.

Pupils' attitudes are highly positive. Classrooms are calm and orderly places where pupils and teachers focus on learning without disruption. This helps pupils to achieve as well as they do.

Children in the early years play and work together well. They share resources and want to help one another. Children develop the attitudes and knowledge they need to get off to the best possible start in Year 1.

Leaders make sure that pupils learn about other faiths and cultures. Pupils spoke to us in detail about the religions they had studied. Leaders and staff encourage pupils to respect the views and beliefs of others.

Leaders provide staff with training and strong support.

Safeguarding

The arrangements for safeguarding are effective.

Regular training ensures that all staff are vigilant to any safeguarding issues.

They know the signs and symptoms of abuse. Staff report concerns and leaders act immediately to safeguard pupils' welfare. Leaders work closely with parents and external agencies to protect any pupils who may be at risk from harm.

They also make sure that the suitability of adults who work in or visit the school is carefully checked. Teachers help pupils of all ages to learn how to recognise potentially unsafe situations. They encourage pupils to use the internet safely and to speak up if they see something that worries them.