Cockington Primary School

Inspection of Cockington Primary School Old Mill Road, Torquay TQ2 6AP

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Andrew Swainson. This school is part of Connect Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Stuart Bellworthy, and overseen by a board of trustees, chaired by Ian Mitchell. 23 and 24 April 2025

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What is it like to attend this school?

Pupils at Cockington Primary School are happy, safe and well supported. They benefit from the care of dedicated staff who are ambitious for every child. Regardless of whether pupils join the school at the start of their school journey or later, they are welcomed into the school’s aspirational and inclusive culture. As a result, they quickly develop a strong sense of community and belonging. Although outcomes in national assessments have previously been below national averages in some subjects, current pupils’ achievements are improving.

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What is it like to attend this school?

The school’s values are evident in pupils’ attitudes and conduct. They show resilience when faced with challenges. Pupils also demonstrate high levels of independence and are motivated to learn. Positive behaviour is consistently modelled and upheld by pupils across the school. Behaviour is exemplary.

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What is it like to attend this school?

A wide range of enrichment activities, including rugby, choir and cookery club, supports pupils’ wider development. Opportunities such as representing the school in sports events contribute positively to pupils’ character and confidence. Visits, including to a local aquarium, help pupils develop a meaningful understanding of environmental issues.

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What is it like to attend this school?

Pupil voice is actively encouraged and respected. Through the school council, pupils contribute to decision-making and improvements. This has resulted in enhancements to lunchtime provision, which pupils value highly.

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

Since the previous inspection, there have been significant changes at the school. With the support of a new academy trust, newly appointed leaders have brought a clear sense of direction. Leaders and staff are ambitious for pupils. They have acted at pace to improve the quality of education for pupils, including those with special educational needs and/or disabilities (SEND). However, some recent improvements are not evident in published outcomes.

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

The school has designed a broad and ambitious curriculum that carefully sets out the knowledge and skills pupils need to know and remember. In most subjects, experienced subject leaders ensure that teaching is well structured and closely monitored. In a few subjects, where curriculum leadership is still developing, the impact of the curriculum is not as consistent. Some aspects of subject leadership are being refined so that leaders identify and address where teaching does not fully deliver the curriculum’s ambitious intent.

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

Reading is at the heart of the school’s curriculum. Pupils begin learning phonics as soon as they start school. Teachers assess those pupils who join later to ensure they receive the right support. This helps all pupils access the wider curriculum successfully. Across subjects, learning is enriched with hands-on experiences. For example, in science, pupils dissect plants, while history is brought to life through trips such as a visit to the Golden Hinde ship. Musical performances in the local church give pupils the chance to apply what 23 and 24 April 2025

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they have learned in music lessons. The school has well-established assessment systems to track pupils’ progression through the curriculum over time. However, in some lessons, teachers’ checks on pupils’ understanding are not always effective. This means that some pupils move on to new learning before being fully secure with previous learning.

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Pupils with SEND achieve well. Teachers are supported through ongoing professional development to make effective adaptations to learning. This ensures that pupils with SEND learn alongside their peers effectively. Staff know their pupils well and respond to their needs thoughtfully.

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Children in the early years benefit from a rich and engaging curriculum that prepares them well for the next stage of their education. Activities are carefully planned to develop curiosity and a love of learning. For example, children explore the properties of materials by melting ice using water and salt. In the mud ‘kitchen’, they use their imagination to make meals inspired by the class novel.

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Pupils behave exceptionally well. They are polite, welcoming and respectful of others. At breaktimes, pupils play cooperatively. They speak positively about the inclusive and kind school culture. Staff maintain high expectations, and behaviour incidents have reduced over time. Improving attendance is a clear priority for the school. Leaders work closely and very effectively with families to ensure that pupils attend well. There is a strong sense of shared responsibility for attendance across the school. This is having a positive impact on improving attendance.

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The school’s provision for personal development is a strength. Pupils learn about fundamental British values and experience democracy through voting for school council representatives. They also write to their local MP to campaign for change in the community. Pupils also benefit from opportunities to share and learn about the different backgrounds from people in their community. These experiences help pupils to be well prepared for life in modern Britain.

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Staff are well supported by school leaders. They report that their workload and well-being are carefully considered. Staff appreciate how professional development is improving their practice and pupils’ outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, assessment does not identify whether pupils have secured the skills and knowledge they need. Therefore, some pupils develop gaps in their learning. The 23 and 24 April 2025

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trust should ensure that all teachers use assessment information effectively to inform their teaching and to consolidate pupils’ understanding over time.  The school is in the process of strengthening subject leadership. The leadership of some subjects is not as effective as it is in others. This means that pupils do not learn as well in some curriculum subjects. The school and the trust should ensure that subject leaders are supported to develop a secure understanding of the curriculum and teaching and learning in their subject areas across the school.

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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.

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How can I feed back my views?

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). 23 and 24 April 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Connect Academy Trust.  The school does not currently make use of any alternative provision.

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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. 23 and 24 April 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, religious education, science and history. For each deep dive, inspectors discussed the curriculum with teachers, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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.  Inspectors met with the headteacher, members of the trust leadership team, members of the school’s senior leadership team, the special educational needs coordinator, the

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CEO, trustees, subject leaders and members of the governing body.  Inspectors observed pupils’ behaviour in lessons and around the school site.  Inspectors gathered parents’ views by considering the responses to Ofsted Parent View and by talking to parents. Inspectors also reviewed responses to Ofsted’s online staff and pupil surveys.

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Inspection team

James Gentile, lead inspector His Majesty’s Inspector

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Inspection team

Craig Hayes Ofsted Inspector 23 and 24 April 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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