St Paul’s CofE Primary School, Utkinton and Cotebrook

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Paul’s CofE Primary School, Utkinton and Cotebrook.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Paul’s CofE Primary School, Utkinton and Cotebrook.

To see all our data you need to click the blue button at the bottom of this page to view St Paul’s CofE Primary School, Utkinton and Cotebrook on our interactive map.

About St Paul’s CofE Primary School, Utkinton and Cotebrook

Name St Paul’s CofE Primary School, Utkinton and Cotebrook
Ofsted Inspections
Headteacher Mrs Natasha Wood
Address Quarry Bank, Utkinton, Tarporley, CW6 0LA
Phone Number 01829732322
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 18
Local Authority Cheshire West and Chester
Highlights from Latest Inspection

What is it like to attend this school?

This is a small school with a big heart.

Pupils, including those who attend the provision for two-year-olds, enjoy being taught in small classes. Pupils respond well to the high expectations which staff have of them. This helps all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well.

Leaders expect pupils to behave in a positive manner when working and playing. Pupils generally behave well in the classroom and around school. Staff give individualised support to those pupils who find managing their own behaviour a challenge.

Staff intervene swiftly and effectively if any behaviour issues arise. This means that pup...ils are soon back on track with their learning. Incidents of bullying are dealt with quickly.

This helps pupils to feel happy and safe. Pupils trust staff and know who they can talk to if they have any worries or concerns.

Pupils are proud of their school.

They value the opportunities that they have to take part in extra-curricular activities, both at school and across the trust. For example, pupils take great joy in looking after the school garden and they enjoy competing in sports tournaments with other schools. Leaders ensure that all pupils' talents and interests are fostered well.

Pupils said that their school is like a family. Playtime is harmonious, with pupils of all ages playing together. Lunchtimes are also calm.

Older pupils enjoy spending time with and chatting to the children in the early years. Pupils are well mannered when interacting with staff and with one another.

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

The new leadership team has successfully refined the curriculum to ensure that it is ambitious.

The curriculum has been carefully tailored to match the age and stage of each pupil. In most subject curriculums, leaders have identified the most important knowledge that they want pupils to learn and the order in which it will be taught. Typically, the curriculums allow pupils to build up their knowledge well over time.

However, due to the weaknesses in the previous curriculum, some pupils have developed gaps in their knowledge. This means that they do not have a solid foundation on which to build new learning.

Children in the early years through to pupils in Year 6 share a love of reading.

In the early years, children enjoy songs and rhymes. They show interest in familiar stories. Pupils across the rest of the school enjoy the range of high-quality books that are available for them to read.

The oldest pupils talked confidently about novels that they enjoy.

There is a consistent approach to the teaching of phonics across the early years and key stage 1. This ensures that children in the early years gain a secure grounding in letters and sounds so that many pupils read fluently and confidently by the end of Year 2.

Pupils who need extra support are quickly identified and helped to catch up. Leaders ensure that pupils read books which are matched to the sounds that they know.

Teachers have secure subject knowledge and regularly check pupils' prior learning.

This enables teachers to skilfully adapt their teaching so that pupils' learning is secure. Leaders swiftly identify pupils with SEND. They are supported well to access the same learning as their classmates.

Leaders provide a range of opportunities to promote pupils' personal development. This recently included a challenge to 'Grow £5' during enterprise week. Pupils from Year 1 to Year 6 worked together to manufacture, market and sell their own product.

Pupils enjoy a range of visits, including the residential trip to Conwy. They are proud to take on leadership roles, such as being part of the ethos council and working as reading ambassadors.

Leaders want this school to be at the heart of the community.

For example, at Easter, pupils hid eggs with messages of kindness in local villages. Leaders have prioritised pupils' awareness of diversity, for instance through visits to a synagogue and mosque. Pupils said that everyone is welcome at their school.

Most pupils arrive at school keen and ready to learn. However, a small number of pupils do not attend school as regularly as they should. This means that they miss out on some of their learning.

Governors and trustees provide effective levels of challenge and support. They have an accurate view of the school's strengths and weaknesses.

Staff feel valued and said leaders look after their well-being and support their workload.


The arrangements for safeguarding are effective. Well-trained staff know how to identify safeguarding concerns. Leaders report concerns quickly and effectively.

The ensure that pupils and their families get the support that they need.

Pupils know how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are a number of pupils who do not come to school on a regular basis.

This means that they miss out on important learning. This prevents them from achieving as well as they could. Leaders should support pupils and their families so that these pupils attend school regularly.

Some previous subject curriculums were weak. As a result, pupils have some gaps in learning which means that they do not have a good enough grounding to make the most of new learning. Leaders should ensure that teachers identify, and then address, the gaps in pupils' learning.

  Compare to
nearby schools