Coxley Primary School

What Ofsted said

From the inspection on 14 January 2026

Pupils form positive relationships with each other and staff. They attend well and are proud to attend this close-knit school. Pupils value the links they make with the local community. Pupils participate in local events, such as raising money for local charities. Activities such as these help them to develop compassion and empathy for others. This supports pupils to be well prepared for life in modern Britain. Pupils behave well. This creates a calm, friendly atmosphere. Pupils feel safe and know that there are adults in school to help them if they have any worries. Everyone is valued. Pupils know the school’s values, including ‘working together’ and ‘respect’. They use these in their interactions with others. Many pupils join the school at different points of the year. Whenever they join, pupils are welcomed warmly. Staff get to know pupils well. This helps them to settle in quickly. However, pupils do not benefit from the quality of education they should. Too many pupils do not achieve as well as they could. This is because teaching does not consistently help them to know and remember important knowledge and skills. Some pupils who are disadvantaged, including those with special educational needs and/or disabilities and those facing other barriers to learning, do not receive the support necessary to make appropriate rates of progress. Governors do not have a secure understanding of their statutory duties. They do not assure themselves of the quality and impact of the school’s work. They do not support and challenge school leaders appropriately. Governors do not contribute effectively to ensuring the school continues to improve its provision for all pupils. In addition, although school leaders have a broad awareness of the school’s strengths and weaknesses, their actions are not sharply focused. These actions do not lead to improvement quickly enough. Furthermore, leaders have not ensured staff know how best to support pupils with barriers to their learning.

What the school should improve

• The school must strengthen its governance arrangements. Governors should ensure that they carry out their necessary statutory function so that they can effectively support and challenge leaders.
• Leaders, including governors, must work cohesively to develop an accurate view of the school’s strengths and weaknesses, working together to drive forward school improvement priorities.
• Leaders should ensure that the needs of pupils with special educational needs and/or disabilities are identified consistently and used to address pupils’ barriers to learning and to inform curriculum implementation.
• Leaders should review their approach to professional development to ensure that staff have the necessary expertise to deliver the curriculum effectively.
• Leaders should ensure that staff assess pupils’ knowledge to identify and address gaps in their learning, so that teaching allows them to build effectively on prior learning.
• Leaders should ensure that staff maximise opportunities for high-quality interactions in the early years, so that all children develop the vocabulary and communication they need to prepare them for their next stage of education.
• Leaders should continue to strengthen pupils’ knowledge about cultures and faiths to prepare them for life in modern Britain.

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