|Name||Cobham Free School|
|Ofsted Inspection Rating||Good|
|Address||Portsmouth Road, Cobham, KT11 1TF|
|Religious Character||Does Not Apply|
|Number of Pupils||566 (50.2% boys 49.8% girls)|
|Number of Pupils per Teacher||13.9|
|Academy Sponsor||Cobham Free School Trust|
|Percentage Free School Meals||8.3%|
|Percentage English is Not First Language||7.6%|
|Pupils with SEN Support||6.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 September 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Since the previous inspection, the senior phase of the school has opened for key stage 3 and 4 pupils. This senior provision opened in September 2014. Currently, the junior and senior phases are based on separate sites, although there are plans to move to a single site as a through-school. The school is smaller than the average-sized through-school but continues to grow in size. A sixth form is planned to open in September 2019. The proportion of pupils eligible for pupil premium funding is below average. The school provides a breakfast club and a range of after-school clubs. The school does not use alternative provision. The school has links with the Yehudi Menuhin School and the Chelsea Football Club Foundation who provide specialist teaching in music and sport. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school does not meet requirements on the publication of information about pupil premium funding or sport premium funding on its website. The school does not comply with Department for Education guidance on what academies should publish about pupil premium funding or sport premium funding.
Summary of key findings for parents and pupils
This is a good school Leaders have created a culture of high aspirations for all. Staff are committed to the ambitious ethos of the school and provide good support for their pupils. The broad and balanced curriculum provides pupils with academic challenge alongside strong support for their spiritual, moral, social and cultural development. Pupils are prepared well for life in modern Britain. Outcomes for all pupils are strong. A much higher proportion of pupils in key stage 2, including disadvantaged pupils, achieved expected standards in reading and mathematics than nationally. Governors are committed to the vision for the school. They have a wide skill set and use this strategically to hold leaders to account. Children in the early years make a good start to their school life and are prepared well for their next steps. Shared ways of working are not routinely agreed across the split school site. Leaders’ evaluations of projects are inconsistent and information about pupils is not consistently communicated promptly enough. Leaders do not routinely monitor junior pupils’ progress in subjects other than reading, writing and mathematics. Pupils are confident, articulate and proud of their school. They enjoy their lessons and the vast array of extra-curricular opportunities provided. They behave very well and demonstrate respect to visitors and each other. Pupils feel safe at school. They report that bullying is not accepted at all. They say that teachers are very prompt and effective in dealing with any unkind behaviour. Safeguarding is effective. Staff are well trained and know what to do if they are worried about a child. Teachers and teaching assistants have established very positive relationships with pupils. Most teachers adapt lessons quickly to help pupils make good progress. Skilled teaching helps pupils to make good progress. Thoughtful use of questioning and modelling successfully challenges pupils to apply their learning. The overwhelming majority of parents are full of praise for the school. Many describe it as a ‘family’ and find staff to be inclusive and caring. A small minority raised concerns about communication from leaders and governors. Leaders’ work to improve the attendance of a minority of pupils has not yet had enough impact.