The Cowbit St Mary’s (Endowed) CofE Primary

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 The Cowbit St Mary’s (Endowed) CofE Primary.

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 The Cowbit St Mary’s (Endowed) CofE Primary.

To see all our data you need to click the blue button at the bottom of this page to view The Cowbit St Mary’s (Endowed) CofE Primary on our interactive map.

About The Cowbit St Mary’s (Endowed) CofE Primary

Name The Cowbit St Mary’s (Endowed) CofE Primary
Ofsted Inspections
Headteacher Mrs Elizabeth Leonard
Address Barrier Bank, Cowbit, Spalding, PE12 6AE
Phone Number 01406380369
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 73
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

The headteacher and his staff have created a warm and welcoming school where pupils feel happy and safe. Pupils appreciate the care and support they receive. They know that staff will act promptly if they post a concern in the 'Worry Box'.

One pupil, typical of many, said, 'If ever you feel distressed, you can always go to the teachers, and they will always help – they're always there for us.'

Pupils understand the school's values of forgiveness, trust, responsibility, perseverance, compassion and respect. As one pupil stated, 'We focus on a new value every half-term.

We try hard to behave like them and show them.'

Pupils are polite and well behave...d. Pupils told inspectors that bullying is not tolerated and does not really happen at their school.

They are confident that staff deal with any issues quickly.

Pupils do not achieve as well as they should across the curriculum, including in the early years. This is because some subjects are not well planned.

Pupils do not gain the knowledge they need to succeed in all areas of the curriculum. The school's approach to phonics is not helping all pupils to learn to read as well as they should.

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

In mathematics and science, learning has been planned in a logical order.

In these subjects, knowledge and skills are taught in small steps. Teachers go over what pupils have learned in the past and help pupils remember what they need to know.

Leaders have not set out the knowledge that pupils need in all areas of the curriculum.

In several subjects, leaders are uncertain about what pupils need to know as they move through the school. It is unclear how teachers should add to pupils' prior learning in these subjects. Consequently, pupils do not build their understanding step by step, and they do not gain a sufficient depth of knowledge by the time they reach the end of key stage 2.

Leaders, including governors, cannot accurately assess the effectiveness of the curriculum in these subjects because it is not clear what pupils are expected to know.

In the early years, the curriculum is not planned in enough detail. It does not identify clearly what teachers want children to learn.

Leaders are not sure how the early years connect to learning in other subjects as children get older.

Pupils have a positive attitude towards reading. They enjoy listening to their teachers read to them at story time.

However, those in the early stages of learning to read are not as well supported as they could be. Younger pupils are not always given books to read that match the letter sounds that they know. This prevents them from developing their confidence and fluency.

Some staff do not teach children how to say letter sounds precisely. Leaders are not clear about what letter sounds pupils are expected to know and when they are expected to know them. In some cases, pupils move on from learning phonics too quickly.

Pupils with special educational needs and/or disabilities (SEND) receive effective support that is closely matched to their individual needs. Parents of pupils with SEND appreciate the care provided for their children. Systems are in place to quickly identify and respond to pupils with additional needs.

Teachers adapt lessons to ensure pupils' individual needs are met. All pupils, including those with SEND, would benefit from a curriculum that is clearer about what they are required to know and remember.

Classrooms are calm places where pupils can concentrate and learn.

Leaders work hard to improve attendance. The school has effective systems in place to monitor absence and address any issues as soon as they occur.

The promotion of pupils' personal development is a strength at The Cowbit St Mary's.

Pupils know about the importance of fundamental British values. They show tolerance and respect towards diversity and difference. Pupils have been taught how to keep themselves physically and mentally healthy.

Pupils appreciate the clubs and trips on offer at the school. The daily lunchtime club run by the school's sports coach is very popular. Pupils value their daily collective worship.

Older children enjoy leading collective worship by choosing Bible verses to read.

Staff are proud to work at The Cowbit St Mary's. They appreciate the consideration given to their workload, well-being and training.


The arrangements for safeguarding are effective.

Leaders ensure that staff have regular safeguarding training. Staff are aware of the signs that might show that a pupil is suffering from abuse.

Staff know how to report safeguarding concerns. Leaders take appropriate actions to ensure pupils get the support they need. Governors carry out regular visits to make sure recruitment checks and safeguarding procedures are as they should be.

Pupils know how to keep themselves safe in the community and online. Pupils know to report anything that may be worrying them to a trusted adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' expectations for pupils' progress through the school's phonics programme are unclear.

Not all staff have the expertise to teach phonics precisely. The books that some pupils are given to read are not matched to the letter sounds that they know. As a result, some pupils struggle to read unfamiliar words, and they do not develop sufficient confidence and fluency in reading.

Leaders must ensure that they have ambitious expectations for progress in phonics, that all staff are trained to teach phonics well and the books that pupils are given to read are closely matched to the phonics they know. ? In some subjects, leaders have not identified the knowledge they want all pupils to learn. In these subjects, leaders have not set out what must be taught and in what order.

This means that pupils do not build their understanding step by step, and they do not acquire a sufficient depth of knowledge by the time they reach the end of key stage 2. Leaders must ensure that the precise sequence of learning, and the most important content that pupils must remember, are clear in all subjects from the early years through to Year 6. Once this has been established, leaders must check that it is being implemented consistently well and pupils remember what they have been taught.

• In the subjects where the curriculum is not well sequenced, teachers are unable to make precise checks on prior learning or build on what pupils already know. As a result, pupils do not reliably recall what they have previously been taught or connect their learning in these subjects. Leaders must develop approaches in all subjects to ensure pupils remember the most important content and make links between what they are learning now and what they have learned before.

  Compare to
nearby schools