|Ofsted Inspection Rating||Requires improvement|
|Address||Kendrew Barracks, Cottesmore, Oakham, LE15 7BA|
|Religious Character||Does Not Apply|
|Number of Pupils||159 (54.1% boys 45.9% girls)|
|Number of Pupils per Teacher||16.4|
|Academy Sponsor||The Rutland Learning Trust|
|Percentage Free School Meals||2.5%|
|Percentage English is Not First Language||24.1%|
|Pupils with SEN Support||19.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 September 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The headteacher was appointed to her post in April 2018. The assistant headteacher, who is also the coordinator for the provision for pupils who have SEN and/or disabilities, was appointed in September 2018. In April 2018, the school joined the Rutland Learning Trust. When its predecessor school, Cottesmore Primary School, was last inspected by Ofsted, it was judged to require improvement overall. Cottesmore Academy is much smaller than the average-sized primary school. The school is currently organised into six classes. The school is located in Kendrew Barracks. Almost all pupils are of service families. The proportions of pupils from minority ethnic backgrounds, and of pupils who speak English as an additional language, are below those seen nationally. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have SEN and/or disabilities is above the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ plans for improvement are not sharply linked to pupils’ attainment and progress to help drive more rapid improvements. Leaders have not ensured that assessment is consistently accurate. Their improvement targets are not as focused as they could be. Middle leadership is not yet fully established and effective in raising standards. Leaders’ use of additional funding is not as effective as it could be. The governing body does not effectively hold leaders to account for improving pupils’ outcomes and the impact of additional funding. The quality of teaching, learning and assessment is inconsistent. Sometimes, teachers, including in the early years, do not match learning and work carefully to pupils’ needs. Some pupils do not make the progress of which they are capable. Teachers’ expectations of the quality and quantity of pupils’ work are inconsistent. Teachers are not consistent in ensuring that pupils take pride in their work. The teaching of phonics is improving. However, staff do not consistently teach pupils to apply their phonics and early reading skills well. Teachers do not consistently teach pupils to use accurate spelling, grammar and punctuation. This slows pupils’ progress in writing. The school has the following strengths The recently appointed headteacher has brought ambition and drive to the school. She is establishing a culture of higher expectations. Staff morale is improving. Leaders have accurately identified the most important areas for improvement. They have brought about improvements in the areas in which they have focused. Standards are improving. Leaders have provided a range of support and introduced many initiatives. The quality of teaching is improving. Behaviour is improving. Pupils are polite. They conduct themselves well at all times of the school day. Approaches to the teaching of mathematics are improving standards.