Cotton End Forest School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils prize the special outdoor ethos of Cotton End Forest School and happily attend. They understand how to be kind, polite citizens.

They get on well with each other and staff. They feel safe and settled in school. Pupils are proud that their behaviour has improved in recent years.

Typically, pupils follow the school rules and are confident that teachers will deal effectively with any misbehaviour.

Pupils enjoy their learning and meet teachers' high expectations for their achievement. Pupils are keen to discuss what they have learned across a wide range of subjects.

They remember a great deal of what they have been taught. Pupils progress well in ...most subjects.

Pupils are unanimous in their love of the regular outdoor lessons they receive.

They make full use of the rich range of resources available, including access to the extensive outside woodland space. In particular, pupils enjoy learning about nature and life skills. This helps them feel confident to try different activities, such as climbing or shelter-building.

Pupils are proud to serve in leadership roles, such as that of anti-bullying ambassador. They are confident that these roles help other pupils to feel heard by teachers and make a difference to their lives at school.

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

Together, school leaders and governors have acted urgently and effectively to improve the quality of education.

The school has supported staff every step of the way to make the required changes at a manageable pace. The school has successfully introduced an ambitious curriculum that identifies the building blocks of knowledge pupils should learn. This ensures that pupils' knowledge builds well.

The school has introduced a well-designed curriculum review programme that involves leaders at all levels. This gives the school the necessary information to adjust the curriculum so that it is well-matched to pupils' needs. Governors maintain an active, knowledgeable oversight of this work.

The school provides effective training. This supports teachers to strengthen their subject knowledge. The training enables teachers to explain new ideas clearly and to use questions well to extend pupils' thinking.

However, the school does not provide clear enough guidance to teachers about how to check pupils' understanding in lessons. This means that, occasionally, pupils do not receive the prompt feedback they need to securely build their knowledge and understanding.

Early years children make a strong start.

Overall, they learn what they need to make them well prepared for Year 1. Staff know the needs of children well. This enables staff to provide learning tasks that match children's particular interests, while ensuring they learn what they should.

Children, including the youngest, typically absorb themselves in their learning activities. They are settled, confident and well looked after.

In reading, most younger pupils quickly gain the phonics knowledge they need.

Pupils who require more help are well supported by knowledgeable staff. Pupils enjoy reading and are enthusiastic about the books they study. These firm foundations enable older pupils to develop a strong understanding of more advanced texts.

Pupils achieve high standards in reading. However, in early writing, the school's expectations are unclear and lack sufficient ambition. Consequently, a few pupils do not secure basic knowledge and skills, such as fluent letter formation and handwriting.

This slows down their progress across the writing curriculum.

Pupils with special educational needs and/or disabilities (SEND) make strong all-round progress from their varied starting points. This is because the school swiftly identifies pupils' needs and provides effective support.

The school ensures that staff have the information and training they need to adapt their teaching. Consequently, pupils with SEND have full access to the curriculum and any wider activities.

The school supports pupils' behaviour needs well.

Typically, pupils focus on their learning and listen carefully to the teacher. Pupils are respectful towards staff and each other. If pupils occasionally become restless, it is usually when they do not receive the feedback they need to keep up.

The well-structured use of outdoor education to promote pupils' personal growth is a hallmark of the school. Regular opportunities to explore the outdoors contribute strongly to pupils' development beyond the academic. This includes creative thinking, risk-taking and teamwork.

Beyond outdoor learning, the school's comprehensive personal, social, health and economic education curriculum prepares pupils well for life beyond school. For example, it promotes pupils' understanding of democracy, staying safe online and the importance of respecting differences between people.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not provide clear enough guidance about how to check for the misconceptions pupils might have in lessons. This means that, occasionally, pupils do not receive the prompt, precise feedback they need to progress well through the curriculum. The school should clarify its assessment policy so that pupils consistently make the progress they should.

• The school's expectations for early writing are not clear or ambitious enough. This means that some pupils do not develop fluent enough basic knowledge and skills, such as letter formation and legible handwriting. The school should refine its early writing curriculum so that pupils develop the writing accuracy and fluency they need.

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