Collingbourne Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Collingbourne Church of England Primary School Chicks Lane, Collingbourne Ducis, Marlborough, Wiltshire SN8 3UH

p.1

Outcome

Collingbourne Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils enjoy coming to this friendly and welcoming school. They appreciate how adults check in with them daily to ensure they are happy and ready to learn. Pupils feel safe and are confident any worries are resolved quickly. Many parents and carers praise the school and all it does to support their children. They comment typically on how staff create an atmosphere of ‘positivity and kindness’.

p.1

What is it like to attend this school?

The school has high expectations for its pupils. Pupils are keen to learn, and many achieve well. In most subjects, the school makes checks to find out what pupils know and can do. This supports pupils to build on previous learning.

p.1

What is it like to attend this school?

Pupils learn the behaviours expected of them quickly. These high expectations start in the early years where staff teach children to be ‘ready, respectful, safe’. There is a calm and purposeful environment for pupils to learn. Staff respond calmly and sensitively when pupils struggle with their emotions. This enables pupils to get back to their learning quickly. Pupils behave well during lessons and social times.

p.1

What is it like to attend this school?

Pupils take pleasure in the rich opportunities on offer, such as chamber choir, outdoor education and learning to play a musical instrument. These activities develop pupils’ interests and talents.

p.1

What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum. The key knowledge, skills and vocabulary that pupils need to know and remember have been identified in all subjects. 11 February 2025

p.1

2

This helps pupils to build their knowledge well in most subjects. For example, in history, pupils are able to explain with confidence the contribution the ancient civilisation of Greece makes to their lives today. In mathematics, pupils are able to use their knowledge of number to solve questions in algebra with success. However, the checks on what pupils know and remember are not secure across all subjects. This means that pupils find it difficult to remember some of the important knowledge they have been taught.

p.2

2

The school is quick to identify pupils with special educational needs and/or disabilities (SEND). Pupils with SEND access the same learning as everyone else. Adults are alert to pupils’ needs and adapt learning accordingly, for example, by using equipment and adult support to break learning down into smaller steps. Such adaptations help pupils with SEND to achieve success.

p.2

2

The school wants every pupil to learn to read as quickly as possible. Children begin learning phonics as soon as they start school. The school ensures that books precisely match the phonics knowledge of children. Where children might be at risk of slipping behind, additional support is put in place to help them keep up with their classmates. Pupils develop into confident and fluent readers, which prepares them well for key stage 2.

p.2

2

The school was quick to analyse why the published outcomes in 2024 for pupils in writing were significantly lower than it had hoped. As a result, prompt action has been taken. There is evidence that current pupils’ progress through writing across the English curriculum is improving. Nonetheless, the school is aware that many pupils lack basic skills in punctuation, spelling and presentation. This slows their flow and fluency when writing across subjects.

p.2

2

The school provides pupils with plentiful opportunities to expand and develop their interests and talents. There are a wide range of clubs on offer, such as cooking, dodgeball and dance. These clubs are open to all and are well attended.

p.2

2

Pupils welcome the roles and responsibilities on offer . These include being elected to become pupil ambassadors, school councillors and collective worship leaders. Pupils chosen to be green ambassadors actively promote the importance of looking after the environment, such as the design of posters as a reminder to turn lights off. These and other activities help build pupils’ confidence and develop organisational and leadership skills.

p.2

2

The school carefully considers the provision for pupils’ personal development. Pupils relish the opportunities on offer, which include trips to London to visit museums and theatres. The residential trips are a firm favourite with pupils. Such activities broaden pupils’ experiences. Pupils learn how to become thoughtful and caring citizens. They respect and appreciate the diversity of the world in which they live.

p.2

2

The school promotes positive mental health across the community and offers effective support and guidance to those who need them. In addition, staff are in tune with the 11 February 2025

p.2

3

specific needs of pupils from military families. Activities and clubs, such as ‘Little Troopers’ and ‘Reading Force’, are enjoyed and appreciated by many.

p.3

3

Staff are extremely proud to work at the school. They welcome the support and consideration of leaders to manage their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The curriculum for writing is less well developed than in other subjects. Some pupils do not secure the fundamentals of spelling, punctuation and presentation that they need to be ready for later work. The school should ensure that the writing curriculum is securely in place so that pupils achieve the best possible outcomes in writing, including the presentation of their work.  In some subjects, the school has not yet established systems to check how well pupils remember the knowledge they have been taught. As a result, pupils’ recall of some prior learning can be patchy. The school needs to ensure that assessment is used effectively in order to check what pupils know and remember across all subjects.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019. 11 February 2025

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 February 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 5 and 6 June 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 This is a Church of England school in the Diocese of Salisbury. The school received its most recent section 48 inspection under the Education Act for schools of a religious character in January 2019, when it was judged to be good. The next section 48 inspection is likely to take place during the next academic year.  The school does not use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors visited a sample of lessons, heard pupils read, spoke with pupils about their learning and looked at samples of pupils’ work.  Inspectors met with the headteacher, senior leaders and staff. 11 February 2025

p.5

6

 The lead inspector met with governors and held telephone calls with a representative from the Diocese of Salisbury and an education adviser from the local authority.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered key documentation, including the school development plan and governors’ minutes.  Inspectors observed pupils’ behaviour in lessons and around the school site. Inspectors met with school leaders to discuss and review how they respond to behaviour incidents and pupils’ attendance.  Inspectors considered the responses to Ofsted’s online staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text

p.6

Inspection team

Jen Southall, lead inspector His Majesty’s Inspector

p.6

Inspection team

Ken Buxton Ofsted Inspector 11 February 2025

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7