Crockenhill Primary School

What Ofsted said

From the inspection on 19 November 2024

Pupils learn and achieve well here. Children in the early years get off to a strong start to their schooling. Across the school, pupils develop the positive approach to learning that the school expects from them. For example, pupils receive praise and are celebrated for their creativity or perseverance. These values reflect the school's aspirations for every pupil to do their best. This includes those with special educational needs and/or disabilities (SEND), who benefit from well-planned support. However, the school does not coordinate some aspects of its work as effectively as it should do. This includes the role that governors play in supporting and challenging the school. Pupils describe one another as being kind, helpful and polite. They are happy in their time in school. They interact well with staff and each other. Pupils enjoy taking part in the trips and workshops provided by the school, including overnight 'adventure' stays. The school helps pupils to be active citizens, both within the school and beyond. Older pupils take pride in their role as 'buddies' for children in Reception Year. Pupils are encouraged to undertake charitable activities to support their chosen good causes. This helps to foster a strong sense of community.

What the school should improve

• Sometimes, in some subjects, the work and resources that teachers provide are not aligned with the learning aims set out in the curriculum. This means that some pupils are not developing their knowledge in as much depth as they could. In these subjects, the school should ensure that the tasks set, and the materials that pupils use to complete these, reflect the intended learning from the curriculum.
• The school does not have a systematic approach to tracking and supporting improved attendance and punctuality for key groups of pupils. As a result, absence and lateness for some of these groups are not reducing in line with their peers. The school must ensure that there is a strategic approach to analysing and tackling the issues that underpin lower attendance and punctuality for some pupils.
• The governing body does not have a strong understanding of its role and how to make sure that the school fulfils its statutory duties. As a result, the governing body is not assuring itself that the right actions are being taken to manage resources, hold leaders to account and to ensure that the school's vision is being enacted well. The governing body must develop its knowledge of, and processes for overseeing, all areas of the school's work with the appropriate rigour.

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