Collingwood Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils at Collingwood School experience a warm, supportive and inclusive environment. This helps them feel safe, valued and ready to learn. Pupils arrive each morning with a positive attitude. Pupils are polite, kind and caring towards one another. Pupils follow the school rules. They know and display the REACH values of: respect, equality, achieve, cooperate and happy throughout the day. Regular celebrations, such as weekly assemblies and the lunchtime ‘birthday table’, help pupils feel a sense of belonging and take pride in their achievements. Children in the early years benefit from the same nurturing environment. This helps them develop confidence and positive learning behaviours from the outset. Pupils enjoy their learning. They talk confidently about what they have learned over time. They know that revisiting previous learning and practising challenging ideas help them improve. Staff support pupils effectively by breaking down new learning and providing clear explanations. As a result, pupils progress well from their individual starting points. Pupils’ writing is of high quality, reflecting both their engagement and the impact of a well-sequenced curriculum. Pupils are well prepared for their next steps. Pupils benefit from positive relationships with staff and their peers. They speak positively about feeling included in all aspects of school life. A range of experiences beyond the academic curriculum enable pupils to develop new interests. This contributes to pupils feeling part of a cohesive and nurturing school community. Pupils behave well and show positive attitudes towards their learning. Pupils feel safe in school and trust adults to respond quickly to any concerns, including incidents of bullying. Pupils enjoy coming to school. Through lessons and wider activities, pupils learn what life is like in modern Britain and how they can play a positive part in their community. This prepares them effectively for the future.

What the school should improve

• Leaders, including governors, should ensure that systems for checking the quality and impact of provision are used consistently, so that governors can provide effective challenge, particularly around pupils’ progress over time. • Leaders should ensure that staff consistently model learning clearly and adapt support promptly, including in the early years, so that all pupils, including those with special educational needs and/or disabilities, receive the guidance and support they need.

Read the full Ofsted report (opens in a new tab)