Collingtree Church of England Primary School

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About Collingtree Church of England Primary School

Name Collingtree Church of England Primary School
Ofsted Inspections
Executive Head Teacher Mrs Rebecca Osborne
Address Lodge Avenue, Collingtree, Northampton, NN4 0NQ
Phone Number 01604761469
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 90
Local Authority West Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their friendly, family-centred school. They say that they feel safe because adults care about them and listen to them. They appreciate that their teachers explain things well, so they learn a lot.

Pupils are enthusiastic about what they learn. Topics, such as 'an Arctic adventure', grab their interest. Older pupils put themselves in the shoes of Ernest Shackleton and his team.

Pupils enjoy trips that extend their experiences, for instance going ice skating. Pupils read interesting books and complete mathematics challenges that give them a 'buzz'.

Staff help pupils to be thoughtful citizens.

Pupils respect that every person is spec...ial, because everyone is 'humankind'. Pupils understand right and wrong. They vote for house captains, who set a good example.

The 'Collingtree collective' organise fundraising for charities. Pupils enjoy many clubs. They improve their talents through gymnastics, arts and craft, and playing musical instruments.

Pupils say that the school rules are fair. They told us that they rarely break them. They relish receiving house points for doing their best in learning or for being kind.

Pupils know what bullying is and say that it happens infrequently, if at all.

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

Senior leaders, together with the trust, have been unflinching in improving the school. They have strengthened the school team through careful recruitment and effective training.

They ensure that everyone has high expectations of what pupils can learn and do. Pupils' achievement has improved across the school. Parents and carers appreciate that the school is well led.

They welcome the 'huge improvements'.

Leaders make sure that phonics is well taught from the very start. Staff receive regular training to keep their subject knowledge up to date.

Pupils use the sounds that they know to tackle the well-chosen books that they read. This gets them off to a strong start.Leaders ensure that reading is always a priority.

Teachers share exciting books in all classes. As pupils move through the school, teachers introduce sophisticated vocabulary. Teachers show pupils how to use evidence from texts.

Pupils are confident to answer demanding questions about what they read. Leaders have improved the library and the range of books available. They make sure that parents understand that reading at home is important.

Pupils' love of reading continues to grow.Leaders make sure that teachers help pupils use their growing vocabulary in their writing. They show pupils how to use grammar well and craft their ideas for effect.

Older pupils' writing is descriptive and exciting to read. For example, one pupil wrote, 'The dying ship sank mournfully to the ocean bed.'

Mathematics is well taught throughout the school.

Leaders make sure that teachers build on what pupils already know. They show pupils how to use their mathematical knowledge to solve demanding problems. Pupils achieve well.

Leaders ensure that teachers cover what is necessary in all subjects. Pupils enjoy interesting topics, such as 'walking with dinosaurs'. Leaders are writing improved plans for all subjects.

These include what they want pupils to learn, revisit and remember. In English and mathematics, this is well established. Leaders have improved science and history planning.

Teachers build up what pupils know in these subjects, so that pupils achieve well. Not all subjects are as well developed.The trust provides effective training for curriculum leaders and staff.

Senior leaders are developing plans to secure expert leadership of all subjects. They are considering the best way to do this in a small school.

Caring staff ensure that children get off to a secure start in the early years.

Children settle well and enjoy the many activities on offer. Teachers plan learning that captures children's interests. For example, children enjoy exploring splashing, pumping and draining while playing in the water area.

Teachers make sure that children get off to a strong start with learning phonics and numbers. Children are well prepared for Year 1.Pupils with special educational needs and/or disabilities receive effective help and support.

Staff plan precise steps to build up learning for each pupil.Pupils behave well and want to help others. They are polite and thoughtful towards each other and to visitors.

All staff share high expectations of pupils' behaviour.Staff give pupils many opportunities to develop as well-rounded individuals. Pupils fundraise for issues they care about.

They take part in residential visits and visits to museums. They find out about and respect others' beliefs.

Leaders care about staff's well-being.

They have developed a strong sense of teamwork. Staff are proud of the part they play in improving the school.


The arrangements for safeguarding are effective.

Staff put pupils' welfare first. Leaders provide staff with regular safeguarding training. Leaders and staff know pupils well.

Staff share any safeguarding concerns without delay.Leaders are tenacious. They work well with external agencies to provide support for pupils who need it.

Leaders check staff's suitability to work with children before they start to work at the school.

Pupils learn how to keep themselves safe. They know why they should not share personal information on the internet.

Pupils know what to do if they feel worried and trust all staff to help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet sufficiently coherently planned and taught in some subjects. However, it is clear from the actions that leaders have already taken to plan the curriculums in subjects such as science and history, that they are in the process of bringing this about.

For this reason, inspectors have applied the transition arrangement in this case. Senior leaders should extend their good work to other subjects. They should make sure that teachers have the knowledge, understanding and expert training to implement and develop the curriculums effectively, so that pupils achieve well in all subjects.

Also at this postcode
Collingtree Day Nursery

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