Cockton Hill Junior School

Name Cockton Hill Junior School
Ofsted Inspection Rating Good
Inspection Date 26 April 2017
Address McIntyre Terrace, Cockton Hill, Bishop Auckland, County Durham, DL14 6HW
Phone Number 01388602058
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 204 (47% boys 53% girls)
Number of Pupils per Teacher 18.5
Local Authority County Durham
Percentage Free School Meals 40.8%
Percentage English is Not First Language 2.5%
Persisitent Absence 3.7%
Pupils with SEN Support 12.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Cockton Hill Junior School is smaller than the average-sized primary school. Most pupils are White British. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of disadvantaged pupils supported through the pupil premium funding is well above average. There have been a number of staff changes since the previous inspection. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. Following the previous inspection, the school has received assistance from Durham local authority and Fishburn Primary School. This assistance is now much reduced. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school Cockton Hill Junior School is a welcoming and happy place. It has improved since the last inspection. The headteacher provides the school with strong and effective leadership. She is ably assisted by leaders at all levels who ensure that the quality of education continues to improve. Surveys conducted by the school indicate strongly that most parents are happy about the quality of education that it provides. Pupils are eager to learn and usually conduct themselves well in class and when moving around the school. They are polite, helpful and keen to discuss their work. Good teaching now ensures that all groups of pupils have the opportunity to make good progress with their learning, especially in reading, writing and mathematics. Leaders monitor pupils’ progress accurately, and quickly provide effective extra support for those who fall behind..There is still scope to improve teaching further by ensuring that work in a range of subjects, such as religious studies, geography and science, is assessed with the same rigour as it is in English and mathematics. There is also still further scope to ensure that higher-ability pupils are challenged in these subjects as well as they are in reading, writing and mathematics. Teachers ensure that pupils fully master basic skills in mathematics, but they do not always show them how these relate to the world outside the classroom. Teachers deploy their skilled classroom assistants well to ensure that all groups of pupils have plenty of attention and assistance. There are a few occasions when teachers organise pupils into working groups which are too large. These large groups limit pupils’ opportunities to participate fully in activities. Attendance is improving and persistent absence reducing quickly because the school is increasingly effective in ensuring that pupils attend regularly..Good welfare arrangements mean that pupils’ health and safety have a high profile. Where pupils need extra support to overcome barriers to learning, the school provides it. Governors play an important role in supporting leaders at all levels but at the same time continuing to probe and challenge when they think that more can be done.