Coleshill Church of England Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Coleshill Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Coleshill Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Coleshill Church of England Primary School on our interactive map.

About Coleshill Church of England Primary School

Name Coleshill Church of England Primary School
Ofsted Inspections
Headteacher Mr Matthew Edwards
Address Wingfield Road, Coleshill, Birmingham, B46 3LL
Phone Number 01675463672
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 409
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff want every child to be the best they can be. Pupils work hard because teachers have high expectations of them.

Many pupils said that teachers are the best thing about their school. They enjoy their lessons because teachers help them to remember their learning. Pupils are proud of their achievements.

This is an inclusive and caring school where children and families get the support they need. Leaders ensure that all pupils, including those with special educational needs and/or disabilities (SEND), have access to a broad and exciting curriculum.

Pupils feel safe and happy at school.

Pupils show respect and tolerance. They know about d...ifferent cultures and religions. Pupils say that everyone is treated fairly at the school.

Bullying and name-calling sometimes happens but pupils are confident that staff will sort out any issues when they occur.

Pupils enjoy the extra responsibilities they are given, for example school councillor and peer mentor. They know their roles are important and contribute to school life.

For example, worship councillors asked that British Sign Language was used in assembly.

Leaders support pupils' mental health and well-being. For example, pupils are encouraged to look after the school guinea pigs, Billie and Betty.

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

Leaders have high expectations of what pupils can achieve. They have designed a curriculum that is ambitious. Subject leaders are very skilled in leading their subject areas.

Subject leaders have carefully mapped out the precise knowledge and skills they want pupils to learn. Where the curriculum is well embedded, pupils remember their learning long-term, for example in history and art. However, in some of the foundation subjects pupils' learning is less secure as pupils have some gaps in prior knowledge.

Reading is a priority across the school. Pupils are not disadvantaged by not being able to read. Reading happens regularly throughout the day.

Children get off to a quick start learning phonics. The books children read are well matched to their phonic ability. Pupils who struggle or start to fall behind benefit from effective catch-up support.

Teachers follow a well-sequenced phonics scheme. Nevertheless, on occasion teachers do not adapt the learning according to pupils' needs. This means the activities that teachers plan do not focus sharply enough on the precise letter sounds that the pupils are learning.

Pupils achieve well in mathematics. Leaders have ensured that learning is very well sequenced and builds in a logical order. Learning has been carefully mapped from Reception to the end of Year 6.

Regular assessment helps ensure that teaching is carefully matched to what pupils can do. This means that pupils develop a secure understanding of their learning. Teachers regularly check what pupils can remember through well-considered 'exit tasks'.

Pupils confidently use mathematical knowledge and vocabulary to discuss and explain their ideas.

Pupils with SEND are well supported, following a careful identification and assessment of their needs. The school's special educational needs coordinator (SENCo) works with teachers, parents and external agencies to create plans that support pupils in their learning.

In lessons, adults support pupils well and help them to access all that the curriculum has on offer.

Leaders have high expectations of pupils' behaviour. This is embedded right from the moment children start in early years.

Pupils behave well in lessons. Low-level disruption is rare.

Children in early years make a seamless start to school.

This is because staff ensure they feel safe and welcome. Children have positive attitudes to learning. They are resilient and approach new learning with enthusiasm.

This was embodied by a child who said, 'Watch me. I'm going to blow your socks off with my phonics.' The youngest children are taught to be independent in a very supportive and nurturing environment.

They have access to age-appropriate resources. Children follow instructions and listen carefully to adults.

Pupils take pride in their work.

Work is well presented, neat and well organised. They relished opportunities to share their achievements with the inspectors. Leaders provide a range of opportunities for pupils to develop their interests and learn new things.

Leaders plan trips that help the pupils remember more. For example, when learning about healthy eating, pupils visited a farm and learned where their food comes from.

Leaders have an accurate understanding of the strengths and weaknesses of the school.

They share their evaluations with governors and the trust. Governors are well informed. Governors have worked with leaders to review teachers' workload and well-being and have made changes to monitoring processes as a result.

Staff value these changes.


The arrangements for safeguarding are effective.

Leaders prioritise the safeguarding of pupils.

Leaders ensure that all staff are trained so that they can identify any pupil who may be at risk. The designated safeguarding leads work closely with external agencies to get pupils and families the help they need. Leaders make sure that appropriate checks have been carried out on adults who work in the school.

Pupils learn how to keep themselves safe. They understand the benefits and risks of social media, and know about online safety. Pupils are taught about what online bullying and harassment are and what to do if they come across them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, phonic activities are not sharp enough to help pupils learn and practise the letter sounds. This means that some pupils cannot read independently. Staff need to make sure that the work they give to pupils in phonics is well matched to the letter sounds they want pupils to learn, so that pupils can read more fluently and confidently.

• In a few foundation subjects pupils do not always remember their prior learning as well as they could. This is a legacy from when the curriculum was not as well planned as it is now. Consequently, pupils have some gaps in knowledge.

This means that pupils are not always ready for what comes next. Leaders need to identify the essential knowledge that pupils need to know. Staff then need to address the gaps in learning so that pupils can build on what they already know and can do.

Also at this postcode
Clubszone CZ Limited

  Compare to
nearby schools