Cottage Grove Primary School and Nursery

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Cottage Grove Primary School and Nursery.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Cottage Grove Primary School and Nursery.

To see all our data you need to click the blue button at the bottom of this page to view Cottage Grove Primary School and Nursery on our interactive map.

About Cottage Grove Primary School and Nursery

Name Cottage Grove Primary School and Nursery
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Lee Branscombe
Address Chivers Close, Southsea, PO5 1HG
Phone Number 02392341133
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 447
Local Authority Portsmouth
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Cottage Grove is a friendly and welcoming school. Classrooms are a happy hive of activity.

Leaders and staff work well together to bring to life the school's vision of 'Success for all'. Pupils are proud of their school. One explained, 'Our education is first class and, with this, we will be good role models.'

Pupils are eager to learn. They are keen to have a go and try new things. Pupils like the challenge of learning.

They know not to worry if they find new things hard at first. Pupils work hard and show they understand that making mistakes is part of learning.

Pupils, parents and carers like the kind and approachable staff.

Th...ey say it feels like a family. Pupils value the wide range of cultures and languages that are represented in the school. Pupils told us, 'We are a very diverse school and that is a really good thing.'

The school is a calm place to learn. Pupils behave well. They demonstrate great care and respect for each other and staff.

Pupils are safe, and bullying is rare. Pupils are confident that, if they have any problems, they can tell an adult who will help sort things out quickly.

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

Leaders and staff have high expectations for all pupils to achieve well.

Leaders carefully consider the needs of pupils at Cottage Grove and what they need to know by the time they leave the school. Pupils learn a broad range of interesting subjects linked to the national curriculum. Leaders ensure that pupils are taught the vocabulary they need to achieve successfully.

Plans for reading, mathematics and some other subjects, such as modern foreign languages, are clear. They describe plainly what to teach in a sensible order. The knowledge and skills that pupils need to learn in these subjects are organised into small logical steps.

However, not all subjects are planned as successfully as this yet. Leaders are working to ensure that other subjects, such as science, are planned with the same level of detail.

Useful training and support for teachers in reading and mathematics are helping to ensure that these subjects are taught well.

Results in national tests at the end of key stage 2 are improving, although remain below the national averages. The high proportion of pupils who need skilful personal support to help them achieve well receive it. Many pupils join the school throughout the year.

These pupils get exactly the right support to settle in quickly and keep up with their learning.

Reading is a top priority for the school. Most staff are skilled and confident in teaching this subject.

Children who join the nursery are taught phonics right from the start. The school's programme for teaching phonics is clear, and teachers know exactly which sounds to teach week by week. Over time, the proportion of pupils achieving the required standard in the Year 1 phonics screening check is improving because reading and phonics are taught well.

Staff are becoming increasingly expert in teaching these important skills to the high proportion of pupils who speak English as an additional language.

In each class, pupils listen to stories every day. They take books home, visit the local library and use the well-stocked school library.

As a result, pupils successfully develop a real love of reading. Leaders have bought new reading books so that pupils read books that are matched precisely to their phonics ability.

Pupils flourish because the school's work to promote their personal development is exemplary.

Leaders skilfully plan to meet pupils' diverse needs. A wide range of well-considered clubs, visits and experiences are on offer. Pupils enjoy cookery, for example, and learn to make healthy meals on a budget.

Members of the 'school parliament' proudly told us they have been elected by their classmates. They told us about democracy and how they debate 'big issues', such as whether the school should become plastic-free. Pupils relish their roles of responsibility, such as being a 'language ambassador' or a buddy for a new arrival to the school.

Pupils behave well because routines and expectations are consistently clear. Some pupils do not attend school regularly enough. Staff work closely with families.

As a result, there are many examples where attendance is improving.

Children are happy and settled in the early years. The indoor environment is well organised.

Pupils share equipment and cooperate well. They busily use their early reading, mathematical and creative skills. Staff provide helpful support to develop children's vocabulary skills effectively.

However, the outdoor area is not as well developed. As a result, the rich language and broad range of learning that exist indoors are not taking place as effectively outside.

Leaders ensure that staff get the training and support they need to teach pupils well.

Staff like the way leaders notice their achievements in the 'Friday bulletin of brilliance'.


The arrangements for safeguarding are effective.

Staff are well trained and vigilant.

They can spot the signs that a pupil may be at risk of harm. Staff know exactly what they need to do if they are worried about a pupil. Any concerns are reported appropriately to the dedicated safeguarding team.

Referrals to outside agencies are made efficiently.

Pupils are taught how to keep themselves safe. Pupils could explain confidently how to use the internet safely.

They know not to chat to people they do not know and how to block people if necessary. Pupils know who they can talk to if something upsets them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have made sure that reading and mathematics are carefully planned and sequenced.

However, this is not the case in all subjects. Leaders need to continue to improve the planning of foundation subjects so that the curriculum is coherently planned and sequenced in these subjects too. It is clear from the actions that leaders have already taken to develop the curriculum further and train staff in how to deliver it that they are in the process of bringing this about.

. The outdoor environment in the early years is not as inviting or well developed as the indoor area. Further work is needed to continue to improve the outdoor area so that it promotes all areas of learning effectively and matches the same good quality as that of the indoor environment.

  Compare to
nearby schools