Colnbrook Church of England Primary School

About Colnbrook Church of England Primary School Browse Features

Colnbrook Church of England Primary School

Name Colnbrook Church of England Primary School
Ofsted Inspection Rating Good
Address High Street, Colnbrook, SL3 0JZ
Phone Number 01753683661
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 210 (53.8% boys 46.2% girls)
Number of Pupils per Teacher 20.8
Academy Sponsor The Slough And East Berkshire C Of E Multi Academy Trust
Local Authority Slough
Percentage Free School Meals 21.1%
Percentage English is Not First Language 54%
Persisitent Absence 12.6%
Pupils with SEN Support 10.3%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school is smaller than the average-sized primary school. Less than a quarter of pupils are from White British backgrounds. The remainder are from a wide range of ethnic backgrounds. The proportion of pupils who speak English as an additional language is well above that found nationally. The school has a learning resource unit which has 10 places for pupils from Year 1 to Year 6 with complex learning needs. The school converted to become an academy on 1 June 2013. It is a member of The Slough and East Berkshire Church of England Academy Multi Academy Trust. The school has a nursery, which children attend part time. The proportion of pupils who are eligible for pupil premium funding is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a good school The headteacher has successfully created an open, inclusive and reflective culture in the school. She is highly respected by parents and carers, staff and pupils. Her passion and determination to provide the very best for pupils are shared and understood by all. The trust and governors provide well-considered support and challenge to leaders. They carefully evaluate the effectiveness of the school’s development. Teaching overall is good. Lessons are interesting and enjoyable. However, teachers do not always have the highest expectations for pupils’ handwriting or presentation in books. Pupils make good progress across the school in reading, writing and mathematics. Outcomes in these subjects at the end of key stage 1 and key stage 2 are improving. Teachers assess pupils’ work accurately, and leaders track pupils’ progress closely. However, middle leaders do not rigorously monitor teaching and learning to ensure that the highest standards are maintained across a range of subjects. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make strong progress because they are supported well. The care and nurture of pupils are high priorities across the school. Leaders act swiftly to support the few pupils whose complex needs can lead to behavioural problems. The school is a harmonious place. Pupils are extremely tolerant and respectful of each other. They demonstrate an impressive understanding of their many different cultures and religions. The curriculum provides pupils with opportunities to learn a range of subjects. Leaders recognise that work to further develop pupils’ skills, knowledge and understanding in subjects other than English and mathematics is a top priority, particularly in science. Early years is well led and managed. Leaders quickly establish warm and positive relationships with parents. Children settle into school happily.