Cowley Hill School

What Ofsted said

From the inspection on 13 January 2026

Pupils describe their school as inclusive, where everyone feels they belong. Pupils show this is the case through their actions. For example, they greet visitors warmly with smiles and friendly conversation. Additionally, pupils have positive relationships with each other and with adults. This helps them to feel safe and reinforces the school’s ethos. Generally, pupils understand and follow the school rules. This means that the school is a positive learning environment. There are few incidents of bullying. If it does occur, pupils know adults will stop it. Staff use a range of approaches to help pupils feel happy and settled, which encourages regular attendance. For example, pupils can choose to spend time indoors playing games at playtime. Pupils enjoy learning because teachers make lessons interesting. Teachers explain concepts clearly in ways pupils understand. This helps them remember new knowledge. They also teach pupils to use appropriate vocabulary for each topic. This means most can speak confidently about what they know. These approaches help pupils learn well from their individual starting points. As a result, pupils generally achieve well. Many pupils take on extra responsibilities. For example, eco-warriors, who care for the school grounds. Others help raise money for charity. Pupils talk proudly about how much they have raised and why this support matters to those it benefits. These responsibilities help them to feel part of the wider community. To gain these roles, all pupils write a personal manifesto and vote in secret. This helps pupils have experience of democracy, which teaches them about key fundemental British values. A range of clubs, such as origami and dance, allows pupils to develop new interests. Pupils at each stage are generally well prepared for the next step in their education. For example, Year 6 pupils learn how to manage themselves in different, sometimes challenging, scenarios. Combined with secure curriculum knowledge, this prepares them well for the move to secondary school.

What the school should improve

• Leaders should build on the strengths in teaching by ensuring that staff consistently check pupils’ understanding and adapt teaching so that activities are highly effective in helping pupils learn the curriculum securely and are precisely matched to their needs.

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