Collingwood Primary School

Collingwood Primary School

Address: Collingwood Road, South Woodham Ferrers, CHELMSFORD, Essex, CM3 5YJ Unique reference number (URN): 115305

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils start learning phonics as soon as they join the Reception Year. This secure start helps them build their reading skills year after year. Typically, pupils read fluently for their age. Those who find reading harder get the support they need to improve. Many pupils enjoy reading, and this shows in their writing. They use richer vocabulary because of the books they use in lessons.

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Achievement Expected standard

Overall, all pupils develop secure skills in language, communication, writing and mathematics. When support is well targeted, these pupils make positive progress from their starting points. By the end of key stage 2, pupils achieve well in the national tests. They also do well in phonics and the multiplication tables check. This prepares them well for their next steps.

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Attendance and behaviour Expected standard

Pupils enjoy school and feel a sense of belonging. As a result, they generally attend well. Leaders work closely with families to promote high attendance. They offer timely support when concerns arise. Pupils understand why attending every day matters for their learning and future success. Adjustments for pupils with special educational needs and/or disabilities are well planned, helping them meet expectations and take a full part in school life.

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Attendance and behaviour Expected standard

The school’s REACH values of respect, equality, achieve, cooperate and happy shape daily behaviour and help pupils make thoughtful, responsible choices. Pupils show positive attitudes to learning. They focus on their work in lessons and want to do their best. The school’s behaviour expectations are understood by all pupils. From the Reception Year onwards, children can explain what positive behaviour looks like and why it is important to make positive choices. This helps to create a calm, orderly and respectful environment. Staff address any behaviour incidents quickly. As a result, pupils feel safe, valued and ready to learn. Across the school, pupils show high levels of respect for adults and for one another. They move around the building sensibly and demonstrate positive relationships in classrooms, corridors and social spaces. Curiosity is encouraged, and pupils confidently ask questions and engage well in discussions.

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Curriculum and teaching Expected standard

The curriculum is well developed and thoughtfully sequenced. This enables pupils to build knowledge over time. Leaders have a clear understanding of which parts of the curriculum are working well and which areas they are continuing to improve. Clear end points are in place so that learning builds step by step.

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Curriculum and teaching Expected standard

Teaching reflects high expectations. Staff demonstrate well ‑ developed subject knowledge. They model the presentation of writing well. Staff use effective questioning to check pupils’ understanding. However, in some subjects, the modelling is not clear enough. This means that pupils do not always receive the structures or help they need. Early reading is prioritised. Staff teach phonics well across the school. Children in the Reception Year revisit sounds every day. Pupils who have not met the Year 1 phonics screening check receive targeted support. Pupils who need additional practice are given regular opportunities to read with adults. This work helps strengthen their fluency and confidence.

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Curriculum and teaching Expected standard

Leaders identify pupils who have not secured early reading, writing and mathematics skills. Most pupils catch up quickly. However, this is not always the case for some pupils because leaders do not consistently review the impact of the support in place. As a result, the support is not always adapted precisely enough to meet pupils’ specific needs.

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Early years Expected standard

In the early years, children benefit from warm welcomes and calm routines. Staff know the children well. They use positive interactions to model language and encourage rich conversations. Typically, children focus on their learning tasks. Purposeful activities help them to settle quickly and learn well. Most children confidently talk to new adults and explain the classroom routines. Children take pride in their work.

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Early years Expected standard

The curriculum is well planned across the Reception Year. It supports children to build knowledge step by step. Typically learning is modelled clearly for children. However, on occasion, modelling is not as clear as it could be. This means that some children do not always receive the support they need. Carefully chosen books and topics, including those matched to children’s interests, help extend learning, for example using strawberries to explore taste, practising cutting skills and writing recipes.

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Early years Expected standard

Reading is a clear priority. Phonics teaching is effective. Children read tricky words they have been taught and apply their phonics learning to reading simple sentences. Staff make the most of opportunities, such as snack time, to share stories and develop listening skills.

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Early years Expected standard

Leaders prioritise working with parents to support children’s progress. Recent workshops have helped leaders to target and support families who would benefit from additional help.

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Inclusion Expected standard

The school identifies pupils with special educational needs and/or disabilities promptly. Leaders know their pupils well. They explain pupils’ needs clearly and put effective support in place. Consequently, pupils have their needs well met. They make progress both academically and in other areas, such as developing their social skills. Provision for pupils with social, emotional and mental health needs, particularly through the Cocoon, is thoughtful and effective. This helps pupils feel safe and ready to learn.

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Inclusion Expected standard

Leaders track pupils’ progress effectively. This ensures that pupils typically get the right support at the right time. For example, leaders identified that there was a need for additional support for spelling, so they reviewed the curriculum to strengthen how spelling is taught. However, sometimes leaders’ monitoring of support is not adapted promptly enough to meet pupils’ needs. This means that some pupils do not receive the precise support they need as quickly as they should. Staff receive high ‑ quality training so that they can meet pupils’ needs. They use ongoing checks in lessons to identify misconceptions in the moment and work quickly to remove barriers to learning. Staff adapt tasks, explanations and resources so that all pupils can access the curriculum with confidence. Leaders and staff work with external agencies to ensure that the support pupils receive enables them to succeed.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school’s community and its pupils. They know what is working well and what needs further development. Staff work closely together to make sure pupils have a positive, safe and ambitious learning experience.

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Leadership and governance Expected standard

Governors play an important role in supporting the school. They work with leaders to set appropriate priorities. They make decisions in the best interests of all pupils. Sometimes, leaders and governors do not always ensure that their systems for checking the quality of their work are used consistently well. This means that information collected by and provided to the governors could, at times, be improved. Consequently, governor challenge to leaders can be uneven, particularly when looking at pupils’ progress over time.

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Leadership and governance Expected standard

Leaders set high expectations and are positive professional role models. Staff feel valued and supported. Leaders take care to manage workload and wellbeing. They make sure all teachers have access to high ‑ quality professional development. Mentoring, support and training help staff improve their practice.

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Leadership and governance Expected standard

Leaders also create opportunities for staff to work with other local schools to share effective practice and strengthen their skills. Staff appreciate these opportunities. Positive relationships with parents and the wider community strengthen trust and contribute to a shared commitment to pupils’ best interests.

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Personal development and wellbeing Expected standard

The school has a well ‑ planned programme for personal development that helps pupils grow into confident, respectful and responsible young people. The curriculum includes stories from around the world. This helps pupils understand different cultures. Leaders adapt the curriculum to reflect recent events. For example, leaders introduce new learning opportunities when issues arise in the wider world. Pupils enjoy asking questions and learning about people who are different from them. They have opportunities to think about right and wrong. They explore different beliefs and values and learn how to work well with others. From the Reception Year, pupils learn how to share, solve problems and build positive friendships.

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Personal development and wellbeing Expected standard

Pupils understand important topics such as healthy relationships, personal safety and staying safe online. They learn about what it means to be different and can talk about equality and respect in a mature way. The school’s values help pupils build character and understand British values, such as tolerance and respect.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment activities, clubs, visits and special events, such as 'World of Work Week'. These help pupils explore their interests and learn about future careers. Pupils with special educational needs and/or disabilities receive support to build independence and prepare for adulthood. Staff ensure that pupils take part in all opportunities as appropriate.

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Personal development and wellbeing Expected standard

Pupils enjoy their leadership roles, such as being a 'REACH' leader or a learning ambassador. Pupils take these roles seriously. They know that they can make a difference to their school community. For example, pupils recently purchased inclusive games for the playground that all pupils can use, including those with physical disabilities. This helps pupils develop confidence and responsibility. Effective pastoral support from the staff ensures that pupils’ needs are well met. Leaders track who takes part in extracurricular activities. They ensure that pupils who would benefit from certain experiences get the opportunity to attend.

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What it's like to be a pupil at this school

Pupils at Collingwood School experience a warm, supportive and inclusive environment. This helps them feel safe, valued and ready to learn. Pupils arrive each morning with a positive attitude. Pupils are polite, kind and caring towards one another. Pupils follow the school rules. They know and display the REACH values of: respect, equality, achieve, cooperate and happy throughout the day. Regular celebrations, such as weekly assemblies and the lunchtime ‘birthday table’, help pupils feel a sense of belonging and take pride in their achievements. Children in the early years benefit from the same nurturing environment. This helps them develop confidence and positive learning behaviours from the outset.

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What it's like to be a pupil at this school

Pupils enjoy their learning. They talk confidently about what they have learned over time. They know that revisiting previous learning and practising challenging ideas help them improve. Staff support pupils effectively by breaking down new learning and providing clear explanations. As a result, pupils progress well from their individual starting points. Pupils’ writing is of high quality, reflecting both their engagement and the impact of a well ‑ sequenced curriculum. Pupils are well prepared for their next steps.

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What it's like to be a pupil at this school

Pupils benefit from positive relationships with staff and their peers. They speak positively about feeling included in all aspects of school life. A range of experiences beyond the academic curriculum enable pupils to develop new interests. This contributes to pupils feeling part of a cohesive and nurturing school community.

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What it's like to be a pupil at this school

Pupils behave well and show positive attitudes towards their learning. Pupils feel safe in school and trust adults to respond quickly to any concerns, including incidents of bullying. Pupils enjoy coming to school. Through lessons and wider activities, pupils learn what life is like in modern Britain and how they can play a positive part in their community. This prepares them effectively for the future.

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Next steps

• Leaders, including governors, should ensure that systems for checking the quality and impact of provision are used consistently, so that governors can provide effective challenge,

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Team inspectors:

John Crane, Ofsted Inspector Nicola Shadbolt, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. particularly around pupils’ progress over time. • Leaders should ensure that staff consistently model learning clearly and adapt support promptly, including in the early years, so that all pupils, including those with special educational needs and/or disabilities, receive the guidance and support they need.

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About this inspection

The headteacher of this school is Amanda Buckland-Garnett.

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About this inspection

The chair of the board of governors in this school is Candida Burrell.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with representatives from the governing body, including the chair of governors. They met with the headteacher, the assistant headteachers, the special educational needs coordinator, the designated safeguarding lead and other school leaders.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to the online survey, Ofsted Parent View, and the responses to the staff and pupil surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not makes use of any alternative provisions.

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About this inspection

Headteacher : Amanda Buckland-Garnett This data is from 10 February 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 63% 62% Close to average

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average

2023/24 (final) 55% 61% Close to average

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average

2022/23 (final) 62% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 74% 75% Close to average

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average

2022/23 (final) 75% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 68% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 74% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 68% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2024/25 (revised) 70% 63% Close to average

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national average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 60% 59% Close to average

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average

2023/24 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 60% 61% Close to average

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average

2022/23 (final) 58% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.4% 13.3% Close to average

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national average

2023/24 (3 term) 13.6% 14.6% Close to average

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national average

2022/23 (3 term) 15.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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