Cockington Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Cockington Primary School are happy, safe and well supported. They benefit from the care of dedicated staff who are ambitious for every child.

Regardless of whether pupils join the school at the start of their school journey or later, they are welcomed into the school's aspirational and inclusive culture. As a result, they quickly develop a strong sense of community and belonging. Although outcomes in national assessments have previously been below national averages in some subjects, current pupils' achievements are improving.

The school's values are evident in pupils' attitudes and conduct. They show resilience when faced with challenges. Pupils also demons...trate high levels of independence and are motivated to learn.

Positive behaviour is consistently modelled and upheld by pupils across the school. Behaviour is exemplary.

A wide range of enrichment activities, including rugby, choir and cookery club, supports pupils' wider development.

Opportunities such as representing the school in sports events contribute positively to pupils' character and confidence. Visits, including to a local aquarium, help pupils develop a meaningful understanding of environmental issues.

Pupil voice is actively encouraged and respected.

Through the school council, pupils contribute to decision-making and improvements. This has resulted in enhancements to lunchtime provision, which pupils value highly.

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

Since the previous inspection, there have been significant changes at the school.

With the support of a new academy trust, newly appointed leaders have brought a clear sense of direction. Leaders and staff are ambitious for pupils. They have acted at pace to improve the quality of education for pupils, including those with special educational needs and/or disabilities (SEND).

However, some recent improvements are not evident in published outcomes.

The school has designed a broad and ambitious curriculum that carefully sets out the knowledge and skills pupils need to know and remember. In most subjects, experienced subject leaders ensure that teaching is well structured and closely monitored.

In a few subjects, where curriculum leadership is still developing, the impact of the curriculum is not as consistent. Some aspects of subject leadership are being refined so that leaders identify and address where teaching does not fully deliver the curriculum's ambitious intent.

Reading is at the heart of the school's curriculum.

Pupils begin learning phonics as soon as they start school. Teachers assess those pupils who join later to ensure they receive the right support. This helps all pupils access the wider curriculum successfully.

Across subjects, learning is enriched with hands-on experiences. For example, in science, pupils dissect plants, while history is brought to life through trips such as a visit to the Golden Hinde ship. Musical performances in the local church give pupils the chance to apply what they have learned in music lessons.

The school has well-established assessment systems to track pupils' progression through the curriculum over time. However, in some lessons, teachers' checks on pupils' understanding are not always effective. This means that some pupils move on to new learning before being fully secure with previous learning.

Pupils with SEND achieve well. Teachers are supported through ongoing professional development to make effective adaptations to learning. This ensures that pupils with SEND learn alongside their peers effectively.

Staff know their pupils well and respond to their needs thoughtfully.

Children in the early years benefit from a rich and engaging curriculum that prepares them well for the next stage of their education. Activities are carefully planned to develop curiosity and a love of learning.

For example, children explore the properties of materials by melting ice using water and salt. In the mud 'kitchen', they use their imagination to make meals inspired by the class novel.

Pupils behave exceptionally well.

They are polite, welcoming and respectful of others. At breaktimes, pupils play cooperatively. They speak positively about the inclusive and kind school culture.

Staff maintain high expectations, and behaviour incidents have reduced over time. Improving attendance is a clear priority for the school. Leaders work closely and very effectively with families to ensure that pupils attend well.

There is a strong sense of shared responsibility for attendance across the school. This is having a positive impact on improving attendance.

The school's provision for personal development is a strength.

Pupils learn about fundamental British values and experience democracy through voting for school council representatives. They also write to their local MP to campaign for change in the community. Pupils also benefit from opportunities to share and learn about the different backgrounds from people in their community.

These experiences help pupils to be well prepared for life in modern Britain.

Staff are well supported by school leaders. They report that their workload and well-being are carefully considered.

Staff appreciate how professional development is improving their practice and pupils' outcomes.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment does not identify whether pupils have secured the skills and knowledge they need.

Therefore, some pupils develop gaps in their learning. The trust should ensure that all teachers use assessment information effectively to inform their teaching and to consolidate pupils' understanding over time. ? The school is in the process of strengthening subject leadership.

The leadership of some subjects is not as effective as it is in others. This means that pupils do not learn as well in some curriculum subjects. The school and the trust should ensure that subject leaders are supported to develop a secure understanding of the curriculum and teaching and learning in their subject areas across the school.

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