Collingtree Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Collingtree Church of England Primary School Lodge Avenue, Collingtree, Northampton, Northamptonshire NN4 0NQ

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Outcome

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

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Outcome

The executive headteacher of this school is Rebecca Osborne. The head of school is Nicola Stutters. This school is part of Peterborough Diocese Education Trust (PDET), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ruth Walker-Green, and overseen by a board of trustees, chaired by Andrew Michael Julian Scarborough.

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What is it like to attend this school?

This is a small, truly inclusive school. Pupils and parents say it is ‘like a family’. They appreciate the close relationships, and the care and support needed to thrive.

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What is it like to attend this school?

Pupils are happy and safe here. This is because there are always staff for pupils to speak with if they have a problem. The environment is calm and conducive to learning. Pupils work hard in lessons and enjoy their playtimes together, in the beautiful and extensive grounds.

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What is it like to attend this school?

The curriculum is broad and ambitious. It supports all pupils to learn and remember more over time. Pupils are well prepared for the next stage of their education. This is reflected in their achievements, including in outcomes for reading, writing and mathematics.

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What is it like to attend this school?

A range of clubs and after-school provision is available, including sports, gymnastics, dance and wraparound care. A range of experiences also enriches learning for pupils. For example, a visiting theatre production provided information to older pupils about how to keep safe, by being accompanied and letting people know their whereabouts. 18 March 2025

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

The school has an ambitious, well-designed curriculum that matches expectations nationally. Leaders have carefully considered curriculum content and the order in which this is taught. This means that pupils secure the prior knowledge they need to access future learning. For example, in mathematics, Year 2 pupils learn about measuring length in centimetres. Year 3 pupils build on this learning with measuring in centimetres and millimetres.

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

The school has prioritised pupils’ early reading. Staff training and consistent teaching of the school’s chosen phonics curriculum ensure that pupils get the help they need to become accurate readers, who achieve well. Pupils practise their reading each day. This means they are well placed to tackle more complex texts as they move through the school.

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

Training for staff within the school, and through the multi-academy trust, ensures that the curriculum is taught with precision. The use of assessment to check pupils’ learning has recently been further developed and adapted. There is now an agreed approach for how teachers check for understanding in subjects other than English and mathematics. This work is still in its infancy and not fully embedded. Although pupils speak positively about how this is starting to help them, there remain times when misconceptions are not identified and addressed swiftly, and so persist.

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

Pupils with special educational needs and/or disabilities (SEND) receive the help they need to access the curriculum. Effective deployment of staff, use of resources and carefully designed intervention programmes help to ensure that these pupils achieve well from their different starting points.

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

High expectations and embedded systems help to ensure behaviour in lessons and around the school is positive. Pupils who struggle to manage their behaviour get the help they need. Pupils cooperate well together and learn to resolve conflicts in a calm way. This contributes to the kind and considerate behaviour of pupils outside at playtimes. Leaders check attendance closely and work well with families for whom this is an issue. As a result, there has been a reduction in pupil absence.

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

The school is committed to every pupil having what they need to be successful. This is interwoven with the wider offer that supports pupils’ personal development. For example, the curriculum is designed to teach pupils about maintaining their own well-being as well as understanding the importance of values, such as democracy and respect. These ideas are further developed through the school’s daily worship. Pupils are helped to understand the importance of staying safe, including when online. The school provides a wide range of opportunities for pupils to take on responsibilities, for example, as school and ‘eco’ councillors. Pupils know that they are valued and respected and that their views are considered.

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

Trustees and leaders have clear, robust and effective systems in place for checking the impact of their work. This provides them with the oversight they need to continue to drive 18 March 2025

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improvements. Staff are effusive in their praise about the support they receive to manage their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The recently adapted approach to using assessment to check pupils’ understanding in subjects other than English and mathematics is not fully embedded. As a result, misconceptions and gaps in pupils’ knowledge are sometimes missed. This makes it more difficult for these pupils to make links in their learning and secure new ideas based on what they already know. The school should ensure these new assessment procedures enable pupils to secure key knowledge and deepen their understanding.

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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 good for its overall effectiveness.

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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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.

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How can I feed back my views?

You can use to give Ofsted your opinion on your child’s school, or to 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. 18 March 2025

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

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Further information

You can search for published performance information about the school.

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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). 18 March 2025

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School details

Chair of trust Andrew Michael Julian Scarborough

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School details

Headteacher Rebecca Osborne (executive headteacher) Nicola Stutters (head of school) Website www.collingtreeprimary.org.uk

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School details

Dates of previous inspection 10 and 11 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is a much smaller than average-sized primary school.  The school has a Christian ethos. Its last section 48 inspection took place in March 2025.  The school is organised over two sites. Reception and Year 1 on one site, and Years 2 to 6 on the other. There is a short walk between sites.  The school offers a breakfast and after-school club.  There is a nursery that operates from one of the sites. This, however, has a separate registration and was not part of this inspection.  Leaders do not currently use any alternative provision. 18 March 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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. The inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the executive headteacher, head of school and members of staff. They also met with four trustees, and the chair of governors from the academy local board.  Inspectors visited a sample of lessons, spoke with some pupils about their learning and looked at samples of their work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Information about this inspection

 The inspectors looked at a range of documents, including leaders’ priorities for improvement.  The views of pupils, parents and staff were gathered through discussions and responses to Ofsted’s surveys were considered.

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Inspection team

Samantha Ingram, lead inspector His Majesty’s Inspector

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Inspection team

Jackie Stirland Ofsted Inspector 18 March 2025

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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.

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