|Name||Cottenham Primary School|
|Ofsted Inspection Rating||Good|
|Address||Lambs Lane, Cottenham, Cambridge, CB24 8TA|
|Religious Character||Does Not Apply|
|Number of Pupils||534 (48.5% boys 51.5% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||5.8%|
|Pupils with SEN Support||6%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
Cottenham Primary School is a larger than average primary school. The proportion of pupils who are disadvantaged and receive support from the pupil premium is lower than the national average. Just over three quarters of pupils are White British. There are a significant number of pupils of traveller, Irish, Gypsy or Roma heritage, as well as of any other White background. The proportion of pupils who need support for special educational needs and/or disabilities is lower than the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is broadly in line with the national average. Since the previous inspection, the school has consulted over, and established, a new leadership structure and also has experienced staff changes of roles within the staff team. In 2016, the school met the government.s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher, leaders and governors have exhibited a relentless determination to improve the school over the last two years. As a result, the provision in key stages 1 and 2 is now good. Standards in reading, writing and mathematics across the school have improved year on year. Current pupils continue to make consistently good progress from their various starting points. Current pupils from Year 1 to Year 6, including disadvantaged pupils and those pupils who have special educational needs and/or disabilities, are achieving well. Leaders monitor pupils. progress routinely, so that they can quickly support those pupils who need to catch up. This is leading to pupils making good progress and attaining at least what is expected of pupils of the same age. Teaching across key stages 1 and 2 is highly effective. Teachers. planning and questioning ensure that pupils deepen knowledge and apply new skills well. Pupils experience an enriching and broad curriculum. Pupils access many opportunities to explore and investigate different subjects, including exciting activities, various trips and visiting speakers. Staff care for the pupils. Adults respond well to pupils. welfare needs and ensure that pupils are well looked after. Safeguarding is effective. Pupils. attitudes towards their learning are highly positive. They take pride in their work, and proactively use their interactive and engaging learning environment to develop their understanding of different topics. Teaching, learning and assessment in the early years are not yet securely good. The planning of learning opportunities, including phonics for some of the youngest children, is not yet precise and consistent enough to ensure that they make the progress of which they are capable. Some leaders newer to post are not as precise about their responsibilities in the school, and are not yet as effective at measuring the impact that they are having on pupils. outcomes. A small number of parents have concerns about the quality of provision, and do not feel that leaders communicate effectively with them.