|Name||Cottam Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 January 2014|
|Address||Haydocks Lane, Cottam, Preston, Lancashire, PR4 0NY|
|Religious Character||Does Not Apply|
|Number of Pupils||211 (44% boys 56% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||7.1%|
|Percentage English is Not First Language||1.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Cottam is smaller than the average-sized primary school. The proportion of pupils for whom the school receives the pupil premium (additional government funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and the children of service families) is below average. There are no children who are looked after by the local authority or children of service families. The proportion of pupils supported through school action is broadly average. The proportion supported at school action plus or with a statement of special educational needs is below average. The large majority of pupils are White British. Very few are from minority ethnic backgrounds or speak English as an additional language. Since the previous inspection the local authority has helped the school develop a link with Strike Lane Primary School, an outstanding school where the headteacher is a National Leader in Education. They have also provided support from a literacy consultant. As a result of the previous inspection, monitoring visits have been carried out by Her Majesty’s Inspectors (HMI). The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. From starting points that are in line with their age pupils achieve well in writing and very well in reading and mathematics. This ensures good preparation for the next stage in their education. The most able pupils, those eligible for the pupil premium, disabled pupils and those with special educational needs make good progress. Teaching is good with examples of outstanding teaching. Many lessons include activities that ensure pupils enjoy learning. Teachers and teaching assistants work well together to make sure tasks set meet the learning needs of all pupils. This is a caring school and pupils say they feel safe. Behaviour is good. Those who have difficulty controlling their actions are managed effectively and rarely disturb others. The curriculum provides a wide range of stimulating and exciting experiences for pupils. The headteacher puts into practice her great determination that pupils should have every opportunity to flourish and makes sure that pupils ’aim high’ for themselves. School leaders including governors work very well as a team. Their successful actions since the previous inspection have had a positive impact on pupils’ achievements and the quality of teaching. The school continues to get better. It is not yet an outstanding school because : The quality of teaching is not yet consistently outstanding. Achievement in writing is not as good as it is in reading and mathematics. Some subject leaders do not have sufficient impact on improving teaching and achievement in their subjects across the school. Skills of senior leaders and governors need further development to succinctly analyse data on the progress of groups of pupils in order to plan for further improvement.