Coten End Primary School


Name Coten End Primary School
Website http://www.cotenend.warwickshire.sch.uk/
Inspections
Ofsted Inspections
Address Coten End, Warwick, CV34 4NP
Phone Number 01926491329
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 634 (51.7% boys 48.3% girls)
Number of Pupils per Teacher 22.7
Local Authority Warwickshire
Percentage Free School Meals 9%
Percentage English is Not First Language 16.7%
Persistent Absence 4.6%
Pupils with SEN Support 6.8%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

Coten End Primary School is larger than the average primary school. Most pupils come from a White British background. The proportion of pupils with special educational needs and/or disabilities is below average.

The proportion of pupils known to be eligible for free school meals is also below average. A before- and after-school club on the school site, KidzOwn, is run by a private provider and did not form part of this inspection. The acting headteacher has been in post since May 2011, when an acting leadership team was formed.

At the time of the inspection the substantive headteacher was absent from school on maternity leave. The school has achieved enhanced Healthy School status, the International School award and the Eco-school award.

Main findings

Coten End Primary School is outstanding.

The passionate enthusiasm of innovative leaders at all levels permeates the whole school. Morale is extremely high among staff and pupils, whose important contributions are highly valued by the school leaders. Parents and carers are exceptionally supportive.

One reported that the school ‘inspires and nurtures’ its pupils while another noted that her children have ‘developed and learned so much’. The governing body supports the school well, and ensures that statutory requirements are met and robustly monitored. School self-evaluation is detailed and accurate.

Staff take full responsibility to lead aspects of school development and are fully involved in evaluating the success of initiatives and adjusting actions to target and accelerate developments. Consequently, strategies have been highly effective in bringing about improvements in every aspect of the school’s work. This demonstrates the school’s excellent capacity for sustained improvement.

Children get off to an excellent start in the Reception classes due to outstanding planning and teaching of a rich and highly relevant curriculum. Attainment by the end of Year 2 has been high in reading, writing and mathematics for the last four years, and by the time pupils leave Year 6 it is significantly above national averages in English and mathematics. All groups of pupils, including those with special educational needs and/or disabilities and those whose circumstances make them vulnerable, make equally good progress.

Pupils are extremely knowledgeable about the importance of keeping themselves healthy, active and safe. Their spiritual, moral social and cultural development is outstanding and all benefit from being part of this harmonious school community. The vibrant curriculum engages pupils exceptionally well so that they are keen to learn.

Attendance is high and the strong links with parents and carers are a key factor in the school’s continued success. As a result of outstanding care, guidance and support, the rich curriculum and good teaching, pupils’ personal development and academic outcomes are excellent and they enjoy school immensely. Outstanding partnership work with external organisations has a major impact on pupils’ personal development, and the school successfully nurtures future leaders.

Learning and progress over time are good, and nearly every lesson observed included at least one element of outstanding practice such as highly effective planning. Pupils use checklists well to assess their own work, and reference to ‘building learning power’ gives equal focus to the development of learning and subject skills. Just occasionally, activities in lessons are not fully matched to pupils’ needs, and progress slows.