North Cockerington Church of England Primary School

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About North Cockerington Church of England Primary School

Name North Cockerington Church of England Primary School
Ofsted Inspections
Headteacher Ms Becky Dhami
Address School Lane, North Cockerington, Louth, LN11 7EP
Phone Number 01507327258
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 87
Local Authority Lincolnshire
Highlights from Latest Inspection


North Cockerington Church of England Primary School continues to be a good school.

What is it like to attend this school?

This is a happy, little learning environment. Staff are fulfilling the school's aim of 'empowering all to flourish and succeed'. They plan and deliver lessons that build up pupils' knowledge and skills.

Teachers are highly skilled at teaching pupils to read from a young age. Almost all pupils become fluent readers. The youngest love taking 'reading buddies' home so they can read to 'Timmy the Tiger', or similar.

Pupils learn how to calculate and explain their mathematical thinking. Pupils learn, and experience, new and exciting things. They find out abo...ut Ancient Egypt.

Residential visits show them how to abseil and use a kayak.

Pupils are well behaved. They pay attention in class and work hard.

When teachers ask questions in class, pupils are quick to put their hand up. They want to give answers or offer thoughtful ideas to their teachers and the class. Almost all complete their work with care and pride.

We saw pupils of all ages use neat, joined handwriting. They move around the school in a calm way. Breaktimes and lunchtimes are friendly occasions.

Pupils say that bullying is very rare, and staff deal with it fairly and quickly if it happens. Pupils feel safe here.

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

The executive headteacher leads the school with integrity.

She wants a good education for every pupil. She acts with courage and determination to secure this. Staffing is now stable after a period of change and turbulence.

Some staff are new leaders of subjects. They need time to check that their colleagues are teaching all subjects consistently well. Staff feel motivated, supported and respected by senior leaders.

They are proud to do their job.

Teachers have a clear idea about what they want pupils to know after each series of lessons. They plan with great thought for their mixed-aged classes.

No year group misses being taught important things. Instead, teachers build pupils' knowledge and skills over time. Pupils remember good amounts of what teachers teach them.

They achieve well.

The school is welcoming and inclusive. Leaders and staff work hard to meet the needs of all groups of pupils.

Teachers adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). These pupils get good support and they progress well. They know that one ninth of 36 is four.

They write sentences such as, 'I thought about buying a particularly stunning paint set but could not afford it.' Like all pupils, they learn about different cultures and faiths. They are taught about the impact of climate change in geography.

The work they have to complete is demanding for them.

Phonics teaching is a strength of the school. Leaders have a laser-like focus in teaching children in the early years to read from the very start.

We heard pupils in key stage 1 call out 'Oooo-arrrr!' as they spotted real words, such as 'flame', to put in the pirate's treasure chest. Teachers spot instantly if a pupil is unsure about the link between any letters and their sounds. They give them immediate support to help them.

Pupils' good reading skills also help them to write well. Those in Year 3 compose impressive instructions for making tomato pasta. Others write using vocabulary such as 'boisterous' and 'luscious'.

Pupils' education is not restricted to academic subjects. They have lots of opportunities to undertake responsibilities in school, such as being monitors for the school fruit. The 'play leaders' and 'young leaders' help others at breaktimes and lunchtimes.

Pupils enjoy the many opportunities to get exercise. They explained how proud they are to take part in sporting competitions with other schools. They also enjoy the many clubs on offer to them.

Lessons flow without interruption because pupils concentrate in class. They work well together and do their best. Around school, they are friendly and polite to each other and to visitors.

They learn the 'turtle technique' to stay calm. Pupils say that everyone gets on well. Pupils say that bullying is uncommon.

If it ever happens, staff address it effectively. Attendance is rising and is above the national average.


The arrangements for safeguarding are effective.

Leaders make sure that all staff understand their responsibility to do all they can to protect a pupil. Staff receive training in safeguarding. This includes learning about aspects such as online safety and extremism.

This helps staff to be alert for signs that a pupil could be at risk of harm.

Leaders work swiftly to secure expert help from outside agencies when this is needed. Staff also give close pastoral support to pupils experiencing periods of great difficulty in their home circumstances.

What does the school need to do to improve?

(Information for the school and appropriate authority)

New foundation subject leaders have not yet had the opportunity to check that the new curriculum is being consistently implemented well over time. They do not yet know if all pupils learn and remember the things they need to. Subject leaders need to be given the time to check that all their colleagues are teaching what they should, and that pupils are achieving well across all subjects and year groups.

If this is not the case at any point, leaders should make necessary adjustments where needed.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school.

We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection.

If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good on 24.25 January 2011.

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