Cottesbrooke Infant and Nursery School

Cottesbrooke Infant and Nursery School

Address: Yardley Road, Acocks Green, Birmingham, West Midlands, B27 6LG Unique reference number (URN): 140706

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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 Expected standard

The early years is a welcoming and nurturing area of the school. Staff know children well and respond effectively to their individual needs. These positive relationships and interactions mean that pupils who join the school feel settled quickly and are ready to learn. Leaders prioritise early identification of special educational needs and/or disabilities. They work closely with parents and carers, and external agencies, to remove barriers to learning. This means children are supported to learn and progress well from their starting points.

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Early years Expected standard

Leaders think carefully about what children learn and how the classroom is used. They teach important communication skills through singing songs and nursery rhymes. Children learn turn-taking. Routines are embedded and children like this because it helps them know what to expect. Staff adapt activities to suit children's individual needs. Leaders ensure staff have the right skills to support children to become confident talkers. As a result of this, children make good progress in the early years and are ready for Year 1.

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Early years Expected standard

As a result of the focused improvements that leaders have recently made, children's outcomes are improving rapidly. However, leaders recognise that early writing remains the key area for development. That said, activities such as drawing, phonics and dance are preparing children well for their next stages. They start key stage 1 with confidence and resilience.

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Inclusion Expected standard

Leaders ensure that this school is welcoming for all. They are focused on continuing to improve the impact that they have on pupils over time, particularly for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those who face barriers to learning.

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Inclusion Expected standard

Leaders understand how important it is to spot barriers to learning early. They do this well, which means that children in the early years have a positive start to their education. Leaders take a step-by-step approach to supporting pupils who need it, which means pupils' needs are generally met. Staff receive suitable training and support to do this. Leaders use additional funding to support pupils in learning to read, an area which is improving quickly. Parents and carers of pupils with SEND are well supported by leaders. Leaders work well with external specialists. This means pupils receive the right type of support.

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Inclusion Expected standard

The school's nurture classroom, known as the Beehive, makes a positive difference for pupils with SEND. Staff have received appropriate training that enables them to tailor learning well for individual pupils. As a result, pupils in this classroom are engaged and ready to learn.

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Personal development and wellbeing Expected standard

Leaders are rightly proud of how they support pupils' wider development and wellbeing. Positive values, including fundamental British values, underpin pupils' learning. They are

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Needs attention

woven into every aspect of the personal development programme. Lessons and trips, such as visiting a local mosque to learn about Islam, develop pupils' spiritually and culturally. Pupils learn how to stay safe when using computers and develop social skills centred around showing kindness to one another. The impact of these lessons can be seen in the way pupils behave and treat each other. Leaders are keen to track pupils' behaviour further so that they can tailor their support.

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Needs attention

Leaders support pupils' wellbeing effectively. Pupils know what makes a good friend and what to do if they have a problem. They are taught how to keep themselves safe, including online. Leaders support families in a range of ways, allowing pupils to thrive. Regulation stations are in place around the school to help pupils process their feelings safely. Pastoral support is available to pupils and families. Leaders signpost help where it is needed and this contributes to improvements in behaviour.

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Needs attention

Pupils have a range of suitable opportunities that broaden their experiences and enable them to develop their talents and interests in areas such as singing, gardening and crafts. They enjoy the clubs on offer and say they would like to do more. Leaders keep a check on which pupils take part to ensure all are involved. They take steps to ensure that pupils, including disadvantaged pupils, those with special educational needs and/or disabilities and those who may face other barriers to their learning, can take part.

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Achievement Needs attention

Over time, pupils do not achieve as well as they should. Although the school helps those who join mid-year to progress well, there are many pupils who do not meet the expected standard in the Year 1 phonics screening check. This means that these pupils struggle to read and write accurately, which hinders their ability to access the broader curriculum. Some pupils are not fully prepared for their move to key stage 2.

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Achievement Needs attention

Pupils are able to recall activities and recent topics that they have learned. However, some pupils do not develop a secure knowledge of what they have learned. They find it tricky to remember important information and build on what they already know and can do. Leaders have improved the teaching of phonics and writing. They provide support for pupils with special educational needs and/or disabilities and those with other barriers to their learning. While these areas are improving, it is too soon to the see the impact of this important work.

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Achievement Needs attention

Children in the early years make steady progress in their learning. They develop secure communication and language skills. Children are well prepared for their learning in key stage 1.

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Attendance and behaviour Needs attention

Pupils do not attend school as regularly as they should. Over time, attendance rates have not improved consistently. Persistent absence for pupils with special educational needs and/or disabilities, while improving, is too high. Leaders know that there is more work to do. They have implemented a range of strategies to support these pupils. Pastoral support for families helps to remove some barriers to good attendance. However, leaders do not use attendance analysis effectively to determine the impact of these strategies. This means that improvements are not as swift as they need to be.

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Attendance and behaviour Needs attention

On the whole, pupils behave well across the school. They generally focus well during lessons and want to learn. Staff make sure that pupils understand expectations for their conduct. Pupils have a secure understanding of the school's values. They know how to treat other people and how they should be treated themselves. Leaders ensure that staff are well trained to use the school's values when dealing with any incidents of poor behaviour. They are positive role models for pupils. Bullying is rare. Pupils know that staff will help them to resolve any issues. Staff provide sensitive, additional support for pupils who need help to manage their emotions.

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Curriculum and teaching Needs attention

Staff do not check in sufficient depth how well pupils secure important learning in some subjects. This means that pupils have gaps in their knowledge, which staff do not pick up swiftly or address. Pupils do not routinely get the help that they need to improve their handwriting. As a result, pupils do not build the knowledge and skills that they need to be well prepared for their next steps.

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Curriculum and teaching Needs attention

Leaders have established a broad and balanced curriculum that sets out clearly what staff should teach and when, across subjects. Pupils enjoy school trips that link to their learning. Leaders make sure that staff receive appropriate training to build their subject expertise. Staff generally teach the curriculum well. Pupils benefit from exciting learning experiences in lessons. Pupils enjoy showcasing their work to staff, who celebrate their success.

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Curriculum and teaching Needs attention

Leaders have made effective changes to their approach to teaching writing. This helps pupils with special educational needs and/or disabilities, and those with other barriers to their learning, to make steady progress. Staff typically deliver the phonics programme well. They provide additional support for pupils who find reading difficult. Consequently, pupils' accuracy in reading is steadily improving.

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Leadership and governance Needs attention

Trustees support the vision and ethos of the school and are proud of their role in introducing the school's values. However, their effectiveness in holding leaders to account varies. For instance, trustees do not rigorously evaluate the impact of leaders' actions to support disadvantaged pupils. This means they are less able to ensure that weaknesses are identified and addressed promptly.

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Leadership and governance Needs attention

Trustees ensure that statutory duties are met, for example in safeguarding and the management of resources. They offer appropriate support to leaders and care about their wellbeing. Trustees actively participate in school life, such as by helping with gardening and raising money for the sensory room. Their impact is positive.

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Leadership and governance Needs attention

Leaders understand the priorities of the school and continue to focus on evaluating impact. Staff appreciate leaders' consideration of their workload and wellbeing. They are well supported. Leaders consider the skills staff need to be able to fulfil their roles effectively. Staff are given a variety of experiences to help them to learn new skills. This has had a positive impact on pupils' behaviour, as staff can quickly and safely calm children down. Regular training on teaching phonics is also starting to bring about improvements in pupils' reading.

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Leadership and governance Needs attention

Parents and carers are typically positive about the school. They appreciate the regular communication from staff. Parents of pupils with special educational needs and/or disabilities say that staff go 'above and beyond' to help.

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

Pupils feel happy and safe at this warm and welcoming school. Adults take the time to get to know them and are always ready to help them if they need it. The school's values contribute to the ethos of the school. Pupils learn to be caring and polite, brilliant learners, to treat each other equally and to stay safe.

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

Pupils enjoy their learning. Staff provide a range of activities during lessons that inspire a sense of awe and wonder. However, pupils do not achieve as well as they should. They do not develop the knowledge and skills that they need to become fluent and accurate in reading and writing. Some pupils do not develop a secure understanding of important knowledge across the curriculum. This means that they struggle to remember previous learning, hindering their ability to build on what they already know and can do.

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

Pupils with barriers to their learning or wellbeing, including those with special educational needs and/or disabilities, are generally well supported by staff. For example, staff provide additional support for pupils who find reading difficult. This is starting to show impact. Leaders broadly monitor how well pupils progress in their learning, which means that pupils' needs are typically met. Before children start school, staff meet them and learn about them. This helps children to make a positive start in the early years.

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

Behaviour around the school is positive. Pupils typically treat their friends with respect and kindness. Bullying is rare. If it does occur, staff address this swiftly and effectively. Pupils enjoy attending school, but too many do not attend as regularly as they should. This means that they miss out on important learning and experiences.

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

Pupils are given experiences that they might not have outside of school. They attend clubs, such as yoga and choir, and talk about the fun they have.

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Next steps

Leaders should ensure that staff check precisely what pupils know and remember so that gaps in pupils' learning close quickly and they achieve as well as they should. Leaders should ensure that pupils develop secure handwriting and transcription skills so that they write with greater accuracy and legibility.

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Team inspectors:

Darren King, Ofsted Inspector Shelley Reeves-Walters, 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. Trustees should develop their knowledge and skills so that they can evaluate more precisely the impact of leaders' actions, particularly to support disadvantaged pupils. Leaders should develop more precise analysis of attendance information so that they can sharpen the impact of their actions and accelerate improvement in pupils' attendance, particularly for those who are persistently absent. Leaders should broaden the programme for personal development so that it is carefully tailored to pupils' aspirations and has the desired impact on pupils' experiences and outcomes.

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About this inspection

This school is a single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Keith Fenwick.

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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, school leaders, teachers and pupils. They also spoke with representatives of the trust board.

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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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About this inspection

Headteacher: William Loughlin This data is from 28 April 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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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 (3 term) 5.9% 5.2% Close to average

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national average

2022/23 (3 term) 6.2% 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 (3 term) 15.8% 13.0% Close to average

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national average

2023/24 (3 term) 17.0% 14.6% Close to average

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national average

2022/23 (3 term) 18.5% 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. 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

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