Cockernhoe Endowed CofE Primary School

Cockernhoe Endowed CofE Primary School

Address: Cockernhoe Green, Luton, Bedfordshire, LU2 8PY Unique reference number (URN): 117446

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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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Early years Strong standard

Children get off to a positive start in the early years. The curriculum and daily activities help children to learn routines quickly. This supports their confidence and independence. The curriculum is carefully designed to help children to build secure foundations across the areas of learning. Staff observe children closely and interact with them purposefully. Leaders use this understanding to shape the experiences that children need and to plan activities that reflect children’s stages of learning.

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Early years Strong standard

Staff develop children’s thinking through well-planned discussion and questioning. They introduce and model mathematical language as they support children to explain their ideas and understand mathematical concepts. Children apply their mathematical learning through purposeful experiences. For example, baking activities help children to practise counting, recognise numbers and understand measures. Children apply their literacy skills through meaningful activities. Writing tasks include composing and posting letters. These opportunities help children to practise early writing for a clear purpose.

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Early years Strong standard

Children develop confidence in early reading and writing. Staff check children’s phonics knowledge routinely and ensure that teaching matches children’s needs. Children practise reading regularly and develop secure fluency and confidence. They transfer and apply these skills in their writing. Many children form letters correctly and write simple sentences with confidence. Children are well prepared for Year 1.

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Personal development and wellbeing Strong standard

The school’s values are embedded and reflected in the way pupils treat one another with kindness, respect and consideration. Leaders have designed a broad and inclusive personal development programme. It is carefully sequenced, from the early years through to Year 6.

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Personal development and wellbeing Strong standard

Pupils learn how to stay safe online and in the community. They develop an age-appropriate understanding of relationships, personal boundaries and risk. This helps pupils to develop confidence and self-awareness. They also learn about fairness, respect and understanding difference. This includes learning about different beliefs, cultures and backgrounds. These experiences help to prepare pupils for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils learn about fundamental British values, such as democracy, in meaningful ways. They contribute positively to school life through opportunities such as the school council. This enables pupils to share views, represent others and understand that their voices matter. Children in the early years learn to recognise and manage emotions and develop self-control. This builds step by step through the school. By Year 6, pupils explore identity, healthy relationships, mental health and resilience. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities are supported to participate fully.

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Personal development and wellbeing Strong standard

Visitors to the school enrich pupils’ experiences and help them learn about the wider world. For example, engineering workshops introduce pupils to different careers and encourage them to think about future possibilities. Pupils also benefit from wider opportunities, including

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Expected standard

clubs, musical activities and events. Educational visits, outdoor learning and residential experiences help pupils to develop independence and teamwork skills.

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Expected standard

Pupils take on additional responsibilities through leading elements of religious services, such as Easter and Christmas celebrations. Members of the school council help to organise charitable events that support the local community. Through these experiences, pupils learn about helping others and taking responsibility. This helps pupils to understand how they can contribute positively to society.

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Achievement Expected standard

Pupils develop the knowledge and skills that are set out in the curriculum. From the early years onwards, they build a secure understanding of the foundations of learning, including phonics, handwriting and number facts. Across the wider curriculum, pupils can recall aspects of previous learning. This helps them build knowledge over time. In some subjects, pupils use subject-specific vocabulary confidently and explain their learning clearly. However, sometimes pupils are not supported to learn in as much depth as they could. Where this happens, pupils do not achieve as well as they might, particularly those who could potentially achieve at the higher standards.

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Achievement Expected standard

Published outcomes are broadly in line with national averages overall, although mathematics outcomes in key stage 2 national tests have been weaker than in reading and writing over time. Leaders recognise this and have taken action to improve the teaching of mathematics.

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Attendance and behaviour Expected standard

Pupils attend well. Rates of attendance are above the national averages. Rates of persistent absence are low. Leaders monitor attendance closely and take prompt action where concerns arise. They work with families to address barriers to attendance and provide appropriate support where needed. Leaders pay careful attention to the attendance of disadvantaged pupils and those with special educational needs and/or disabilities. They maintain regular contact with families and provide additional support if attendance begins to decline. Strategies such as breakfast provision and pastoral care also support some pupils to attend more regularly.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and orderly. At the start of the day and after breaktimes, pupils settle quickly into learning. Classrooms are purposeful environments where pupils focus on their work. Low-level disruption and incidents of bullying are uncommon. Leaders promote clear expectations through the school’s values and a relationship-centred approach to behaviour. Staff model respectful relationships and apply the school’s expectations consistently. Incidents are recorded and monitored so that leaders can identify patterns and respond appropriately. Where pupils require additional support, leaders put in place targeted strategies so that pupils can manage their behaviour and continue to access learning.

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Curriculum and teaching Expected standard

Leaders have designed the curriculum so that pupils learn content in a logical order. They have an accurate understanding of the quality of the curriculum and teaching across the school.

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Curriculum and teaching Expected standard

Leaders prioritise the important building blocks of learning in reading, writing and mathematics. Pupils with gaps in their knowledge in these areas are supported to catch up. Teachers typically follow the school's agreed approach to teaching. For example, they model learning and use practical resources to support pupils’ understanding. However, in some subjects, there are some inconsistencies in the ways teachers check how well pupils are learning. As a result, occasionally, teaching does not build on what pupils already know.

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Curriculum and teaching Expected standard

Teachers' secure subject knowledge is used to help pupils learn well. However, in some subjects, including mathematics, opportunities for pupils to explain their reasoning are limited. This restricts how well pupils apply their knowledge through problem-solving. At times, teaching does not extend pupils’ thinking, particularly for those who could achieve more highly. As a result, some pupils do not deepen their understanding as well as they might.

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Curriculum and teaching Expected standard

Teachers adapt learning so that pupils with special educational needs and/or disabilities (SEND) can access the curriculum. For example, strategies such as visual prompts, adapted resources and targeted support help pupils with SEND to participate successfully.

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Inclusion Expected standard

Leaders have established an inclusive culture in which pupils are known well and supported appropriately. They recognise when pupils may face barriers to learning at an early stage, including pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. Leaders also ensure that any pupils who join the school during the year receive the help that they need to settle quickly and access learning.

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Inclusion Expected standard

Leaders take effective actions to prioritise and improve the provision for pupils with SEND. Staff receive specific training and guidance so that they have the knowledge and skills needed to support pupils with a wide range of needs. This enables pupils to access the full curriculum.

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Inclusion Expected standard

Clear systems help staff to assess pupils’ needs, plan appropriate support and review the impact of their actions. Leaders monitor provision for individual pupils carefully. They refine the ways in which they support pupils so they make progress over time. Staff are deployed thoughtfully to help pupils access learning and achieve their individual objectives. Pupils who need it receive targeted support, and practical adaptations. These help to address gaps in pupils' learning and to ensure they can participate successfully in lessons.

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Inclusion Expected standard

Leaders monitor the impact of additional funding on disadvantaged pupils, such as the pupil premium. It is used effectively, for example to support pupils' reading, wider opportunities and regular attendance.

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Leadership and governance Expected standard

Leaders place pupils' best interests at the centre of their decisions. Leaders prioritise aspects of school development appropriately. For example, their focus on refining the curriculum, improving provision for pupils with special educational needs and/or disabilities (SEND) and developing governance oversight is enhancing provision in these areas.

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Leadership and governance Expected standard

Governors are established in their roles and have a clear oversight of the school’s work. For example, they align their monitoring with leaders' priorities, including the curriculum and provision for pupils with SEND. Through focused monitoring activities, governors gather pertinent information about the school’s work. Governors provide school leaders with appropriate challenge and support to ensure that leaders are addressing priorities effectively. They hold leaders fully to account for their actions.

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Leadership and governance Expected standard

Parents and carers and members of the wider community contribute to school life through events, volunteering and wider activities. These relationships strengthen pupils’ sense of belonging.

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Leadership and governance Expected standard

Staff work in a supportive culture where leaders are approachable and provide guidance and opportunities for professional learning. These actions provide a secure foundation for continued improvement. Staff value the support they receive from leaders in relation to their wellbeing and workload.

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

Pupils are proud to belong to this welcoming school community. Pupils' positive relationships with staff and their peers help them to feel valued, supported and ready to learn. Children in the early years get the precise support that they need early on. As pupils move through the school, they gain confidence and independence. This prepares them well for the next stage of their education.

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

Pupils behave well in lessons and around the school. Classrooms are calm and purposeful. Most pupils settle quickly to their learning and focus on their work. At breaktimes and lunchtimes, pupils play happily together and enjoy a wide range of activities. Older pupils support younger pupils and help to organise play. These opportunities help pupils to develop a sense of responsibility.

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

Pupils say that they feel safe. They say that staff listen to them and help when they have any worries. Pupils learn how to keep themselves safe in school and when they are online. Incidents of bullying are rare. Pupils are confident that staff deal with concerns quickly.

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

Pupils talk positively about their education and enjoy explaining what they have learned across the curriculum. Many pupils share their ideas confidently and talk about their learning with interest. Pupils who face barriers to their learning, and those with special educational needs and/or disabilities, receive the right support that helps them to learn alongside their classmates. Many pupils take part in clubs and music activities. They speak with enthusiasm about performing and learning new skills. Through the school’s values, pupils are taught the importance of belonging, fairness and respect. They explain that everyone is welcome and

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Team inspector:

Rachel Kirk, Ofsted Inspector they recognise that families can take many forms. Pupils also show an awareness of wider issues, speaking about wanting a kinder and fairer world. Through this, they develop into thoughtful and responsible members of the school community.

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Next steps

Leaders should ensure that teachers check pupils’ understanding consistently across subjects, particularly in mathematics, and use this to adapt teaching to help pupils develop their thinking and reasoning more deeply. Leaders should ensure that teaching consistently supports pupils who are capable of achieving the higher standard to deepen their knowledge across subjects.

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About this inspection

The chair of the board of governors in this school is James Worrall.

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

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About this inspection

Inspectors spoke with the headteacher, senior leaders, teachers and support staff. They also spoke with governors, including the chair of governors, the school improvement partner and representatives of the diocese and the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. It is in the Diocese of St Albans. The most recent section 48 inspection of this school took place in January 2026.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

The school runs its own breakfast and after-school club.

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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.

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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. National average: 26.3%

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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) 67% 62% Close to average

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average

2022/23 (final) 60% 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) 78% 75% Close to average

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average

2022/23 (final) 73% 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) 78% 72% Close to average

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average

2022/23 (final) 73% 71% 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

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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

2022/23 (3 term) 13.0% 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

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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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