Cosby Primary School

What Ofsted said

From the inspection on 11 October 2022

This is a school where pupils are happy. Pupils know the school routines well and move around the school calmly. They are taught to be courteous to one another and to adults. They play well together at playtimes, partly because adults create a variety of activities for them to do. Pupils feel safe. Should bullying happen they know adults will deal with it. The behaviour policy is applied consistently. Pupils enjoy the reward systems and say they inspire them to behave well. They are respectful of difference and make everyone feel welcome. One parent said: 'This is a friendly and well-run school, with the well-being of pupils a clear priority.' Leaders have high expectations for pupils, in particular for the most disadvantaged, including those with special educational needs and/or disabilities (SEND). Leaders are keen for all pupils to gain experiences that prepare them for life in modern Britain. The school's values, 'respect, friendship, trust, honesty, confidence and determination' are integrated into all the school does. This extends to their relationship with the local community. Projects such as the 'yarn bomb' introduce pupils to the community and encourage them to take an active part in it.

What the school should improve

• Leaders have designed and implemented a curriculum that matches the breadth of the national curriculum. Nevertheless, there is scope for the curriculum to be even more ambitious and extend learning further for some pupils. Leaders should ensure that the curriculum is as ambitious as it can be for all pupils.
• In some subjects the planned curriculum is not being delivered as consistently well as in others. Subject and phase leaders have started to keep a closer eye on checking the quality of curriculum implementation. However, senior leaders need to sharpen further the skills of those responsible for phases and subjects to inform where further refinements can be made to improve the curriculum. Leaders should also ensure that the curriculum is having the desired impact on pupils being able to recall previous learning and address any aspects where gaps may be emerging in pupils' knowledge.
• In a few cases, reading books do not match the phonic knowledge and needs of some children. Not all pupils are developing into fluent readers as quickly as they could. While the approach to teaching phonics is consistent, leaders need to check more closely that books match all pupils' needs so they all quickly become fluent readers.

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