Coxhoe Primary School

Coxhoe Primary School

Address: Cornforth Lane, Coxhoe, Durham, DH6 4EJ Unique reference number (URN): 114080

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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 Strong standard

Pupils across the school achieve consistently well from their starting points. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. By the time they leave school, pupils achieve consistently high standards. This is reflected in pupils’ work and in their above-average attainment in national tests.

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Achievement Strong standard

Pupils confidently articulate their knowledge across a wide range of subjects. They show depth of understanding and produce high-quality work in English, mathematics and across the curriculum. Disadvantaged pupils attain better than their non-disadvantaged peers nationally because leaders ensure that pupils have opportunities to revisit key skills and prior learning. Pupils quickly develop secure knowledge in communication and language, reading, writing and mathematics. Pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Pupils enjoy coming to school and their levels of attendance are high. This includes for vulnerable pupils and those with special educational needs and/or disabilities. Staff across the school foster the importance of regular attendance. Leaders check pupils' attendance carefully and have a secure understanding of barriers to attendance for individuals and groups of pupils. Staff address these effectively, offering impactful support to families, such as home visits and access to breakfast club.

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Attendance and behaviour Strong standard

Leaders' high expectations for pupils' behaviour are understood by all. Pupils respond positively to these expectations and are very clear about the rewards and sanctions across the school. They consistently engage in learning in a calm and purposeful manner. Pupils display resilience and maturity when dealing with conflict. They know when to seek support from a trusted adult. Pupils manage their emotions well. Behavioural incidents and bullying are rare. When they do occur, leaders deal with them swiftly in line with the school’s reflective practices. This includes incidents that occur online. Pupils are motivated by rewards, for example wearing a crown in the classroom or receiving 'headteacher awards'. Over time, leaders have worked to reduce incidents of discriminatory language use. When these incidents occur, they are dealt with swiftly by leaders.

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Curriculum and teaching Strong standard

Leaders provide an ambitious curriculum that is designed and implemented very well. They have carefully refined the curriculum over time. The important knowledge that pupils should learn is precisely determined, with many opportunities to revisit previous curriculum content. As a result, pupils know and remember more of what they learn.

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Curriculum and teaching Strong standard

Leaders have ensured that staff teach the curriculum consistently well. For example, staff use high-quality explanations and present new information clearly. Pupils understand what is expected of them and the specific learning aims for each lesson. Staff carefully check how well pupils build on what they already know and can do. Teachers have secure subject knowledge. Staff benefit from training to develop their teaching practice in line with leaders’ high expectations. This has a clear impact. Teachers consistently reduce any barriers to learning that pupils may have. They make thoughtful adaptations for pupils with special educational needs and/or disabilities across all lessons. Teachers carefully shape the tasks that pupils complete in lessons so that they secure the knowledge they need.

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Curriculum and teaching Strong standard

Leaders regularly monitor the impact of the curriculum across all subjects. They have meticulously ensured that pupils secure the important knowledge they need to know in reading, writing and mathematics. As a result, pupils succeed across the curriculum.

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Inclusion Strong standard

Leaders and staff have high expectations for all pupils and have ensured that the school is welcoming. Adults' careful approaches to inclusion permeate all aspects of the school's work. Leaders have a deep understanding of pupils and their additional needs. They identify these needs quickly and accurately and provide staff with relevant information. Staff access effective training that equips them with the knowledge to support pupils well. This enables staff to consistently reduce any barriers to learning or wellbeing that pupils may face.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities are supported very effectively to succeed academically and socially. A detailed transition process supports pupils who join the school mid-year. Leaders work productively with parents, carers and external professionals as needed. This enables parents to be involved, and their opinions are included. Leaders plan provision so that it meets the needs of pupils who need the most support. All staff have a clear understanding of the school's processes, which helps to ensure that adaptations are used well.

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Inclusion Strong standard

Leaders make skilful use of evidence-based approaches to improve the provision for pupils in receipt of additional funding. These pupils attain better than their non-disadvantaged peers nationally by the end of Year 6.

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Leadership and governance Strong standard

Leaders have a thorough understanding of the areas of strength and development at the school. They have developed a culture of high professionalism across all staff. As a result of leaders’ high expectations, all staff are driven to provide a high-quality education and positive experience for all pupils. Leaders have a clear understanding of their school and the context in which they are working. They know individual families and pupils well. Leaders develop constructive relationships with parents. Engagement from families is high because leaders have ensured that the school plays a key part in its community.

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Leadership and governance Strong standard

Leaders are driven to continually improve the school. They have identified priorities with a clear rationale, and they take highly effective action to develop these areas. Professional learning underpins the improvements that the school makes. Leaders ensure that every opportunity is taken to continually develop teachers’ practice and curriculum expertise. The impact of this work is evident in the quality of the curriculum and teaching.

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Expected standard

Staff are highly positive about workload and wellbeing. They feel this is well considered by leaders. Governors know the school well and meet their statutory responsibilities. They provide consistently effective support and robust challenge to leaders.

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Personal development and wellbeing Strong standard

Leaders have developed a programme of personal development that makes a positive difference to pupils. They ensure that the programme precisely maps out the knowledge that pupils need to know to succeed beyond primary school. This includes what pupils are taught in personal, social and health education, and relationships and sex education. The programme is precisely tailored to the school’s context and the specific needs and interests of pupils at the school.

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Personal development and wellbeing Strong standard

Leaders have raised aspirations through a comprehensive careers curriculum so that pupils know what opportunities they can access beyond their immediate locality. There is a well- considered enrichment curriculum and visitor programme. This includes visits to places of worship, residential trips and work in the local community. Leaders track pupils' participation in extra-curricular activities. They take successful steps to increase the attendance and engagement of those pupils who may have barriers to participation.

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Personal development and wellbeing Strong standard

The curriculum helps pupils to understand diversity. Pupils are taught about the importance of respect and fairness. Pupils have an appropriate understanding of other faiths and cultures. They are given opportunities to be reflective about their own and others’ beliefs and values. This helps pupils to respect difference. Pupils receive a range of opportunities to develop their social, moral, spiritual and cultural understanding. Through discussion, pupils shape their thinking about what is right and wrong.

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Personal development and wellbeing Strong standard

Pupils are well prepared for life in modern Britain. They have a deep understanding of fundamental British values. Pupils know about the importance of healthy relationships and how to keep safe, both offline and online.

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Personal development and wellbeing Strong standard

Wellbeing support is a strength of the school. The offer is tailored to individual pupils. Positive staff and pupil relationships and leaders' deep understanding of pupils and families mean that staff can identify quickly when pupils might need support. Leaders are committed to ensuring that all pupils receive the support they need to develop as well-rounded members of the community.

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Early years Expected standard

Children benefit from a calm and welcoming early years setting. They settle quickly. Relationships between staff and children are positive and nurturing. Leaders have prioritised a well-thought-out curriculum so that children in Reception have a successful start to their education and make progress from their varying starting points. Children engage in the provision with enthusiasm and curiosity. Teaching in the early years is typically effective. Adult-led activities are purposeful, and children quickly acquire knowledge. Staff model conversations throughout the day. As a result, children quickly develop and embed vocabulary that supports their learning. They develop the skills to interact well with their peers because adults consistently model this.

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Early years Expected standard

From the start of the Reception Year, staff ensure that all children, including those with special educational needs and/or disabilities, disadvantaged children and those who may face other barriers to learning, are well included and given timely support to keep up. Well- embedded routines and expectations mean that children develop their knowledge across all areas of learning.

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Early years Expected standard

Most children achieve well and are ready for Year 1. However, leaders know that there is still work to do to develop some children's writing skills. Children are taught to read through daily phonics. Pupils apply their phonics knowledge well.

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Early years Expected standard

Children in the early years are well cared for. Staff consider transition into school carefully and adapt the provision to ensure it best meets the needs of all children.

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

Pupils have a firm sense of belonging at the school and attend regularly. They arrive each morning with smiles, and adults greet them warmly. Children in the early years settle quickly because they understand their routines. Staff know their pupils and families well. They use this knowledge to reduce the barriers to wellbeing and learning that pupils may face.

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

Leaders provide pupils with a well-thought-out and ambitious curriculum, which is delivered consistently well by staff. Staff are careful to ensure that their approaches to teaching support all pupils very well, including those with special educational needs and/or disabilities. As a result, pupils thrive and achieve highly across the curriculum. They enjoy their learning and feel proud of what they achieve. Pupils speak with enthusiasm and confidence about what they know and remember. They are very well prepared for their next stages in education.

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

Pupils behave well in lessons and around school. They are polite and courteous and show kindness to their peers and adults. Staff have high expectations for pupils' behaviour. Routines are embedded across school. This contributes to pupils feeling safe and happy. Bullying is very rare. Staff deal with any incidents swiftly and effectively.

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

School life is underpinned by values that are well understood by the whole school community. These values are threaded through the curriculum and help to shape pupils' character development. For example, pupils demonstrate respect and tolerance for difference. They also show high levels of ambition. Pupils value the experiences that school leaders provide to broaden their horizons. This includes local trips, residentials and visitors to school. Pupils take on leadership responsibilities with pride. These roles include school councillors, digital leaders and the inclusion squad.

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Team inspectors:

Richard Beadnall, His Majesty's Inspector Georgina Chinaka, His Majesty's 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.

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Next steps

Leaders should continue their work to secure foundational skills in writing for children in the early years, so that children are exceptionally well prepared for the next stage of their learning.

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About this inspection

The chair of the board of governors in this school is Mrs Nicola Hill.

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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 senior leaders, staff representatives from the governing body and the local authority during the inspection.

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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 currently uses no alternative provision.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 78% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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Persistent absence

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

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national average

2023/24 (3 term) 11.3% 14.6% Close to average

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national average

2022/23 (3 term) 13.8% 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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