|Name||Coulsdon CofE Primary School|
|Ofsted Inspection Rating||Outstanding|
|Address||Bradmore Green, Old Coulsdon, CR5 1ED|
|Religious Character||Church of England|
|Number of Pupils||207 (49.3% boys 50.7% girls)|
|Number of Pupils per Teacher||22.0|
|Percentage Free School Meals||6.8%|
|Percentage English is Not First Language||8.6%|
|Pupils with SEN Support||16.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 November 2011)
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 the school
The school is slightly smaller than average. The proportion of pupils known to be eligible for free school meals is below the national average. The proportion of pupils with special educational needs and/or disabilities is below average, although the proportion of pupils supported by school action plus or with a statement is above the national average. The majority of pupils are of White British heritage. The proportion of pupils who speak English as an additional language is lower than the national average. The number of pupils who join or leave the school part way through their education is below the national average. The school has a range of awards; for example, it has Activemark and Healthy Schools status. The breakfast club, which is managed by the governing body, was included in this inspection.
Coulsdon C of E Primary School is an outstanding school. The headteacher’s commitment to the school’s development, and to the learning and well-being of every single pupil in the school, ably assisted by senior leaders, has been the main influence in the school’s success. Accurate self-evaluation procedures ensure that the school knows itself well to improve further, and are typical of the way senior leaders and the governing body make an outstanding contribution to the development of the school. There is an excellent team spirit amongst all the teaching and support staff that ensures that the accurate and robust systems to track pupils’ progress are employed very well. Improvements in teaching mean that lessons are well paced and more sharply focused on pupils’ individual needs, while teaching assistants play a very positive and much valued role in supporting pupils in their learning. The outstanding curriculum has been developed very well, with an increased focus on creative learning and opportunities for pupils to practise basic skills in different subject areas, so that pupils thoroughly enjoy their time in school. There is no sense of complacency in the school about its success, and the desire and drive to improve even further is clear. Given the school’s successful track record in sustaining and improving on previously good outcomes for all groups of pupils, and the high quality of teaching and of the curriculum, the school demonstrates an outstanding capacity to sustain further improvement. The school enjoys a highly positive relationship with parents and carers, who are extremely pleased with all that the school provides. The quality of care, guidance and support provided for all pupils, including those whose circumstances may make them vulnerable, is excellent, and plays a key role in the school’s inclusive atmosphere. As a consequence, the pupils’ personal outcomes are outstanding. One parent’s comment was representative of many when she said, ‘The school is exceptional in the level of care they give the children and the quality of their learning experience. A wonderful school and fantastic staff and leadership team.’ The school’s strong ethos pervades the school at all levels, ensuring a very happy, nurturing community in which pupils thrive both academically and personally; this is a strength recognised by another parent, who commented, ‘Particularly wonderful is the way the school enables Christian values to be evident around the school and at the core of the school aims.’ Pupils’ spiritual, moral, social and cultural development is excellent. For instance, pupils demonstrate high levels of respect for each other, as well as for adults, including visitors to the school. Pupils’ achievement is outstanding. Children make good progress during Early Years Foundation Stage, where they enjoy a good range of activities. That said, the school has rightly identified that there is still scope to increase opportunities in the outdoor area, for children to develop their literacy and numeracy skills. All pupils, including those with special educational needs and/or disabilities, make excellent progress overall from the time they enter the school, so that attainment is consistently above average, and often higher, in English and mathematics by the end of Year 6. As leaders had identified, national test results in 2011, whilst still above average, showed a slight dip in standards in both English and mathematics. The school put prompt initiatives in place, including focused teaching for groups and individuals, and this successfully addressed this small decline. Pupils have a clear understanding of how well they are doing because their work is consistently well marked, including teachers’ written comments and suggestions about how pupils have been successful and what else they could do to improve. Pupils have an excellent understanding of their own safety and demonstrate high levels of commitment to adopting and maintaining healthy lifestyles. They make an outstanding contribution to the school and wider community. For example, pupils successfully participated in a recent campaign for the planned closure of the local library to be reviewed. Their confidence and maturity is reflected in one pupil’s comment: ‘Lots of us are old enough to have a view and the school makes sure that we have a chance to say what we think.’ Pupils’ enjoyment of school is reflected in consistently high levels of attendance and this, combined with pupils’ outstanding achievement and impeccable behaviour, means they are exceptionally well prepared for the next stages in their schooling.