The Colleton Primary School

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About The Colleton Primary School

Name The Colleton Primary School
Ofsted Inspections
Headteacher Mrs Michelle Law
Address Colleton Drive, Twyford, Reading, RG10 0AX
Phone Number 01189340530
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 320
Local Authority Wokingham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and well supported across all year groups. The 'Colleton Code: ready and curious; respectful and kind; safe and secure' sits at the heart of the school.

Staff have clear expectations for behaviour, and pupils respond positively to these, demonstrating respect and kindness. Pupils are proud of their school and describe it as inclusive and friendly. They show a strong sense of empathy and understanding for their peers.

Bullying is very rare and where it does occur, it is dealt with swiftly and effectively by staff.

Since the last inspection, there have been a number of positive actions put in place to improve the quality of education for all pu...pils. As a result, most pupils achieve well across many subjects.

Pupils are unanimously positive about their experiences and enjoy their lessons. There are a wide range of activities to participate in, including a range of clubs and additional opportunities to broaden pupils' engagement within the local community and to nurture talents. Examples include singing at the local church and a variety of sports clubs.

As one parent said, 'This school develops the whole child. I look forward to how my child will develop as they continue to go through the school.'

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

The school has taken decisive action to make improvements to the curriculum.

Planning across subjects clearly identifies what all pupils are to be taught. Pupils with special educational needs and/or disabilities are identified quickly and there are clear adaptations in lessons that help them to learn the same curriculum as their peers. As a result, most pupils achieve well in many areas of the curriculum.

Staff are more confident teaching across the curriculum because of the training and support that they have received, particularly in early reading. Pupils across all reading groups benefit from clear modelling and regular checking of their understanding. They also have access to a wide range of books that are matched to the sounds that they are being taught.

Staff support pupils and use checks well to help all pupils quickly build their confidence and competence in reading. Pupils achieve well and those requiring additional support catch up quickly because of the high priority given to reading across the school.

Beyond the teaching of early reading, there are routine opportunities for pupils to revisit essential learning across other curriculum subjects.

This supports them to build secure understanding over time. However, there are occasionally opportunities within lessons that are not used as efficiently to support pupils' learning. During some of these times, pupils lose concentration.

The school is continuing to make improvements to teaching and to strengthening assessment across the whole curriculum.

In Reception, children make a positive start to their education. They are well supported by knowledgeable staff who make learning engaging.

Children have many opportunities to develop their language, social and emotional skills. They develop their understanding of the world through a range of carefully selected activities. When children work independently, staff provide suitable and skilful support.

Pupils in all age groups are respectful to adults and each other. Staff take swift action when pupils' behaviour does not meet their expectations. Pupils respond well to this as a result of the warm and nurturing relationships in place at the school.

They value the approaches that they are taught in school to help them to regulate their emotions. The school has implemented successful strategies to support all pupils to attend school regularly. Leaders continue to actively support individual pupils to increase their attendance.

Pupils demonstrate a clear understanding of fundamental British values and know what actions to take to stay safe when using the internet. Pupils' understanding of other key ideas that they are taught through their personal, social and health education curriculum are developing. The school is taking effective action to ensure that key knowledge is explicit in their planning, so that all staff know what all pupils need to be taught and remember.

Staff are very positive about the school and the journey of improvement. They value the actions taken to help them to manage their workload and well-being. They are well supported to carry out their roles and appreciate a strong culture of sharing and helping others among their colleagues.

Governors carry out their roles effectively, and as a result, provide clear support and challenge to continually improve the school. Strong relationships with other local schools has also enabled the school to receive useful feedback and share effective practice.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, the movement between learning activities leaves too much time that is not focused on learning the intended curriculum. This means that the pupils are not focused on the most important learning. The school should provide staff with appropriate training and support to ensure that teaching and learning time is used consistently effectively.

• Some actions that leaders have taken to improve teaching and assessment are in the early stages of implementation. This means that pupils' learning is variable across different subjects. The school must ensure that they continue to support staff with high-quality training and assure themselves that ambitious expectations are consistently met across all subjects.

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