Collingwood Primary School

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About Collingwood Primary School

Name Collingwood Primary School
Ofsted Inspections
Headteacher Mrs Laura Baxter
Address Collingwood Street, Hull, HU3 1AW
Phone Number 01482331914
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 340
Local Authority Kingston upon Hull, City of
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this school. They receive an exceptional education and are proud ambassadors for their school. They are polite and respectful towards adults and each other.

The school has the highest expectations for pupils. Pupils are immensely proud to show off their work. New pupils settle into the school quickly.

Relationships between staff and pupils are caring and nurturing. Pupils take part in a wide range of enrichment activities that underpin the curriculum and build confidence. For example, pupils enjoy a range of after school clubs, residentials and trips.

All pupils can take part in an annual theatre production, working with dance teachers.
Pupils behave exceptionally well in lessons and at social times. School rules are clear and simple for pupils to follow.

Older pupils look after younger pupils well. Lasting relationships are built through weekly pupil coaching groups. Pupils all have an allocated adult to lead the coaching sessions.

This builds a culture based on trust, kindness and tolerance. Staff and pupils work together to provide solutions to any issues that arise. Pupils have a mature attitude towards resolving conflict as a result.

The school goes the extra mile to support families. Staff work with parents and carers to remove all barriers to learning and to build relationships within the community. Families, from many different cultures, faiths and backgrounds are encouraged to come together at school events.

The school supports parents to encourage pupils to attend every day and arrive on time. Pupils with special educational needs and/or disabilities (SEND) achieve highly and are supported to access the same ambitious curriculum as their peers.

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

Pupils study an extremely ambitious and carefully constructed curriculum.

Staff have high expectations for all pupils to achieve well. Leaders have ensured that that the knowledge pupils need deepens over time. Teachers provide regular opportunities for pupils to revisit prior learning.

This helps pupils to develop a deep understanding of what they learn. This means that pupils can tackle more complex learning with confidence. When pupils leave the school, they are well prepared for the transition to secondary school.

Leaders have ensured that teachers, including those in the early stage of their careers, are well supported. The school provides regular high-quality training. This means that teachers have excellent subject knowledge and teach with confidence.

Teachers and other staff have a clear understanding of what pupils need to learn. They identify and address any gaps in learning quickly. There is a real understanding of how the early years curriculum supports later learning.

This, along with clear routines and high expectations for behaviour, means that increasing numbers of children are ready for the next stage in learning.

The school supports pupils with SEND exceptionally well. Staff take every opportunity to ensure that all pupils can access the curriculum.

They carefully consider how to adapt lessons and teaching. Pupils in the 'Ace' SEND class make progress through specialist teaching. In other classes, pupils are supported well by adults.

This helps pupils to be become independent learners.

Leaders promote the importance of reading. Many pupils start the school speaking little or no English.

Effective teaching results in pupils learning to read very quickly. The teaching of phonics is well established and consistent across school. Where necessary, pupils are given appropriate support to keep up with their peers.

Teachers in all year groups are trained in how to teach early reading. Pupils joining the school in key stage 2 are offered additional support to learn to read. They quickly gain confidence and soon read fluently.

The school builds relationships with families as soon as children join the school. Parents are regularly invited into school. Reading workshops and coffee mornings build relationships between families and the school.

These strong relationships develop trust and help children to settle quickly. The school's newly written early years curriculum supports development and learning. Nursery children quickly learn routines and move into Reception successfully.

In Reception, some opportunities to develop vocabulary and meaningful learning are missed by adults during activities with children. Children sometimes move quickly between different activities without showing high levels of concentration. There is evidence to indicate that leaders are developing this area of the curriculum through the school's development plan.

The school's offer for personal development is exemplary. The curriculum is designed to widen pupils' horizons. For example, pupils learn about economic issues and how fundamental British values underpin global relationships.

Pupils learn about equality and diversity in an age-appropriate way. They take part in a range of celebrations and assemblies to understand different people. They are tolerant and accepting of people from other faiths and cultures.

Pupils learn how to become good citizens and develop a strong sense of self. The school arranges for a range of organisations to visit pupils including the police, fire service and charities. Pupils develop character and a strong sense of moral purpose.

Leaders, including trustees and trust leaders, have an accurate understanding of their roles and share the vision of school leaders. They check that school leaders are having impact on intended pupil outcomes while considering the workload and well-being of school staff.


The arrangements for safeguarding are effective.

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