Coleridge Primary

Highlights from Latest Inspection

What is it like to attend this school?

The conduct and behaviour of pupils at this school are superb.

This is because the 'golden rules' are threaded through every aspect of school life. Every child has a voice and knows that their opinion is valued. Pupils are incredibly excited to come to school.

The morning breakfast club is bustling with activity, which ranges from sports games to pupils making fruit kebabs with their parents and teachers. It is a very positive start to the day.

Adults care deeply about pupils' welfare.

The atmosphere in the school is highly respectful. Pupils' relationships with each other are strong and caring. This is because all adults model very respectful behavi...our.

This means that bullying is incredibly rare and pupils feel safe.

Parents and carers know that their children receive outstanding support at this school. Many parents were eager to speak to inspectors to praise the work of teachers and leaders.

Leaders' expectations of what pupils can achieve are incredibly ambitious. Many children start at Coleridge Primary School with language barriers. Leaders know this.

Work with children in the early years immediately begins to ensure that all children receive a fantastic education with no limits on the curriculum they experience.

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

The curriculum for pupils is rare in its scope and ambition. This ambition extends to every pupil in the school, including those with special educational needs and/or disabilities (SEND).

It is planned meticulously. The focus is on developing pupils' ambition and understanding of the world beyond the school gates. Leaders use the activities in the curriculum to celebrate the diversity of the school.

In early years, for example, children produce and talk about mehndi tattoos during their creative work. In history, there is a focus on female historians that children can aspire to be. Pupils learn about famous scientists and their achievements.

In early years, pupils can talk about light sources when discussing science work. All pupils in the school, including the very youngest, talk excitedly and with pride about what they learn. Some Year 4 pupils confidently conducted a conversation in Spanish during a conversation with an inspector.

This work produced by pupils is superb. They remember what they have learned, for example about ancient civilisations in history. This is because teachers make regular checks on pupils' learning.

Teachers work together to look at the work that pupils produce. This helps teachers to understand which pupils need help. Teachers make changes to the planned curriculum as a result.

This highly collaborative approach ensures that adults working with pupils have a shared understanding of what high-quality work looks like.

Reading is a high priority. The consistency and routines seen in phonics lessons are exemplary.

Not a minute is wasted in helping pupils to learn how to decode. In Nursery, adults immediately work with children on developing pen grip in 'scribble club'. Children are enthusiastic members of this club.

As a result of this work, children in Reception are ready to start writing the letter sounds that they learn. Those pupils that need extra help are identified and targeted very quickly. They are confident that readers use their phonics knowledge accurately because they are supported expertly.

Adults expect the highest levels of accuracy when pupils are reading.

The reading curriculum throughout the school is carefully designed so that pupils read authors that reflect their diversity. The characters in books reflect the different backgrounds of pupils at the school.

Leaders are determined that all pupils should encounter a curriculum which represents them. This approach inspires pupils to respect each other.

Leaders ensure that pupils encounter a fascinating range of activities beyond the academic curriculum.

Representatives from prestigious car manufacturers work with pupils on reading and science projects. Parents of children in the early years are invited on autumn walks with children and their teachers. Leaders listen to the suggestions of pupils to ensure that there are clubs and activities for all.

For example, a reading shed has opened at playtime and a girls' hockey club has been created. House teams are based on traits that leaders want pupils to develop, such as aspiration and belief. Pupils are proud to be members of these clubs.

Leaders work with organisations such as Camerados to help pupils develop resilience and to support mental health. These opportunities are planned in the curriculum so they become an integral part of pupils' development. Pupils are very confident when talking to adults.

Leaders at this school have enacted an ambitious vision which is shared and understood by all. Central to this is that the school should be a beacon of positivity in the local area. This vision has been realised because staff believe in leaders.

As a result, all adults play their part in creating a vibrant school. Leaders ensure that staff receive regular training, for example in the teaching of phonics. The programme of coaching means that all staff reflect on how they work with pupils.

There is a constant desire to be better and to do more for pupils. Leaders make use of the latest research and are constantly striving to refine and improve all aspects of school life. Governors and trustees understand the school very well.

They are rightly proud that this school is at the heart of the community it serves and provides an outstanding education to its pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders keep thorough records about safeguarding incidents.

This means they are able to ensure that pupils get the right support both within school and from external agencies. Leaders build strong links with families and know the individual circumstances of pupils very well. As a result, help for pupils is highly individualised.

Staff are kept up to date about safeguarding issues through regular briefings. They understand the risks that pupils face. Staff have a clear understanding of their responsibilities about the 'Prevent' duty and know how to pass on concerns to those responsible for safeguarding.

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