Colville Primary School

Name Colville Primary School
Ofsted Inspection Rating Good
Inspection Date 20 October 2015
Address Colville Road, Cherry Hinton, Cambridge, Cambridgeshire, CB1 9EJ
Phone Number 01223576246
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 295 (55% boys 45% girls)
Number of Pupils per Teacher 16.9
Local Authority Cambridgeshire
Percentage Free School Meals 21.7%
Percentage English is Not First Language 38%
Persisitent Absence 9.3%
Pupils with SEN Support 26.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Colville Primary is a larger than average primary school with some year groups that are two-form entry. The proportion of pupils supported by the pupil premium is average. The pupil premium provides additional funding for pupils known to be eligible for free school meals and looked after children. The proportion of pupils for whom English is an additional language is much higher than found in schools nationally. Children in the Nursery attend part time. Children in the Reception classes attend full time. Most of the pupils with statements or education, care and health plans attend the specifically resourced provision in the speech and language centre, which accommodates 16 pupils and is run by the school. The school meets the government’s current national floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a good school School leaders have established a highly positive ethos in which pupils feel valued and have confidence to achieve. They are making good academic and personal progress as a result. Pupils’ behaviour is outstanding. They are highly respectful and considerate to each other and adults. This results in a happy and purposeful environment in which pupils can learn well. The quality of teaching, learning and assessment has improved over the last two years and is now good. Adults prepare lessons that are interesting and enjoyable. From low starting points, pupils make good progress in reading, writing and mathematics. The proportions reaching the higher levels at the end of Key Stage 2 are increasing, resulting in pupils being well prepared for the next stage of their education. The teaching of reading is highly effective. Adults are well trained in the teaching of phonics so pupils quickly acquire early reading skills. Pupils develop a love of reading through the school as a result. The outcomes in reading improve rapidly by the end of Key Stage 2. Disabled pupils and those who have special educational needs thrive in an environment where their needs are catered for thoughtfully and well. Consequently, these pupils make progress at the same rate as their classmates. Children start well in the Nursery. Routines are quickly established so children can be appropriately independent and enjoy their learning in a stimulating environment. Children subsequently make good progress in their learning. It is not yet an outstanding school because : The quality of teaching is not yet consistently high enough for younger pupils to make outstanding progress and attain the highest levels of which they are capable. A few teachers do not use assessment precisely enough. At times, tasks are not always sufficiently stretching, especially for the most-able pupils, particularly in Key Stage 1. Middle leaders are new to their role and monitoring of subjects other than English and mathematics is in its infancy.