The Cobbs Infant and Nursery School

The Cobbs Infant and Nursery School

Address: Wood Lane, Appleton, Warrington, Cheshire, WA4 3DB Unique reference number (URN): 111001

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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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Attendance and behaviour Strong standard

Leaders routinely analyse pupils’ attendance and behaviour. Leaders have developed a range of highly effective approaches over time to manage behaviour and attendance.

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Attendance and behaviour Strong standard

Leaders have sustained a positive culture of attendance. Pupils want to attend. They are excited to come to school. Pupils attend very regularly, and rates of absence are low. If pupils face barriers to attending well, leaders provide highly effective support to reduce and remove these barriers. Pupils quickly get their attendance back on track as a result.

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Attendance and behaviour Strong standard

Pupils’ behaviour is exemplary. Leaders have established a school culture that is purposeful and well ordered. This helps pupils to focus on their learning. From the moment children join the school in the Nursery Year, they quickly settle to new routines. They rapidly secure the necessary foundations to manage their emotions and behaviours. From the early years onwards, pupils have highly positive attitudes to their learning. If pupils struggle to manage their emotions, expert staff guide pupils to use well-considered strategies to get back to being ready to learn. Pupils quickly learn to manage their own emotions very well. Bullying is rare. When it happens, leaders take effective action to address it. Staff and pupils alike do not tolerate discrimination. Staff teach pupils to accept each other and their differences. Pupils treat each other with the utmost kindness and respect.

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Inclusion Strong standard

From the moment children join the nursery, staff identify pupils’ needs quickly and accurately. If children have received help before they arrive at The Cobbs, leaders ensure that they gather information about it so that this support continues seamlessly. Leaders check thoroughly that the support that pupils receive makes a positive difference. As a result, pupils receive help that rapidly improves their wellbeing and learning. Leaders use additional funding judiciously. For example, leaders make sure that the school has a well- developed offer to support pupils' wellbeing. Pupils that face challenges in their lives benefit considerably from this help.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities (SEND) receive carefully targeted support. Leaders invest in staff training so that all staff develop high levels of expertise. Pupils with SEND build considerable confidence and skills as a result of this expertise. For instance, pupils rapidly acquire the important foundations in language and communication that they need. When pupils face additional difficulties, leaders make sure that any wellbeing needs are remarkably well met. Leaders have established a programme of support that helps pupils to manage their own emotions successfully. Pupils are confident to share their worries and challenges with trusted adults. Staff listen carefully to pupils and carefully consider how to provide the most useful help. As a result, pupils focus incredibly well on their learning.

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Leadership and governance Strong standard

Governors and leaders have a remarkable and positive impact on the culture of the school and the quality of education and experiences that pupils receive. Governors use their expertise to provide highly effective support and challenge for leaders. When aspects of the school’s work require minor improvements to meet leaders’ high expectations, leaders and staff act together to swiftly secure these improvements. The changes that leaders make rapidly benefit pupils.

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Leadership and governance Strong standard

Governors fulfil their statutory duties well. They help to guide and support leaders by making sure that resources are skilfully used to support all pupils. Leaders and governors make sure that pupils facing challenges and barriers in their lives are a priority. The investment that leaders and governors make in supporting pupils' wellbeing is deeply woven into the fabric of this school. This support is often pivotal in helping pupils to be ready for the next stages of their learning and development.

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Leadership and governance Strong standard

Leaders make the maximum use of the expertise that exists within and beyond the school. All staff receive comprehensive professional learning that leads to sustained improvement. Leaders monitor the impact of their work and deftly adjust their actions where needed. Staff value and appreciate the support that leaders provide for their wellbeing. Leaders make sure that any changes that they make are sustainable. Staff are very proud to work at this school.

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Personal development and wellbeing Strong standard

Leaders have established a rich programme of personal development that helps pupils to become well-rounded individuals. Leaders regularly check the impact of their well- considered personal, social, health and economic (PSHE) curriculum on pupils. Pupils develop deep and detailed knowledge of the PSHE curriculum. Pupils have remarkable insight into how to stay safe online and in real-life environments. They can explain how exercise and a balanced diet affect their health. Pupils gain secure and impressive understanding about how the brain impacts their emotions and reactions. By the time pupils leave the school at the end of Year 2, they are more than ready for their future education.

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Personal development and wellbeing Strong standard

Pupils understand why treating others as they would like to be treated is important. Older pupils demonstrate this beautifully for their younger peers. When children join the school, they swiftly learn from their older friends. This informs the kindness and respect that pupils show to each other. If pupils face challenges in their lives, they receive superb pastoral support that helps them to navigate these difficulties. Often, this support is instrumental in helping pupils to overcome the barriers that they might face.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide selection of activities that significantly enhance their experiences. Some take part in the 'mini makers' club to explore their artistic talents, while other pupils learn skills such as karate or computing. Pupils’ aspirations are ignited by visits from a variety of inspirational adults. For instance, pupils enjoy frequent visits from authors that inspire their own creative writing. Leaders provide many opportunities for pupils to lead and contribute to their school. Some support the school as school councillors, while others work on the eco committee. All pupils take on roles as reading buddies for their younger peers.

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Expected standard

These experiences help pupils to become active citizens who contribute regularly to their school and each other. Pupils are remarkably well prepared for Year 3 and beyond.

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Achievement Expected standard

Pupils achieve well. Leaders have taken rapid and effective action to improve pupils’ achievement in writing. From the early years onwards, pupils acquire the important foundations in writing that they need. The same is true of their reading. Children quickly become fluent and confident readers. Older pupils read widely and often. While most pupils also achieve well in mathematics, some have gaps in their learning. Sometimes, staff do not address these gaps precisely enough. This limits pupils' achievement in mathematics.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities (SEND) achieve well. Most pupils with SEND access the same curriculum as their peers. Staff provide highly tailored support that helps pupils to remember the important knowledge that they need. Pupils with SEND make swift gains in their learning as a result. Regardless of the varied needs that pupils may have, leaders make sure that pupils are well prepared for their future education.

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Curriculum and teaching Expected standard

Leaders have established a well-designed curriculum for pupils to study. The important knowledge that pupils need is identified clearly. Staff teach this knowledge consistently well. Leaders know which aspects of the curriculum are working well and which aspects need further refinement. Leaders have rapidly improved the way that writing is taught. Pupils’ letter formation is improving swiftly. They build on the foundations of writing that they secured in the early years. Pupils become confident and fluent readers. Staff check that pupils have secured this important learning. If pupils have gaps in their reading knowledge, these are accurately identified and addressed quickly. Where there are minor variations in the quality of teaching, leaders take highly effective action that significantly reduces these variations. In mathematics, some pupils have gaps in their prior knowledge. Occasionally, pupils are taught new learning before this prior knowledge is secure. Pupils sometimes

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Curriculum and teaching Expected standard

struggle to acquire new mathematics learning as a result.

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Curriculum and teaching Expected standard

Pupils receive effective support to catch up when needed. Staff routinely adapt learning for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND achieve well from their starting points across the range of subjects that they study. Pupils secure a broad body of knowledge that prepares them well for future learning.

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Early years Expected standard

Leaders have made sure that staff in the early years benefit from considerable professional development. As a result, the school has established a well-considered early years curriculum that is consistently well taught. In the Nursery Year, where leaders have spent more time embedding the curriculum, children are flourishing. Children benefit from purposeful and rich interactions with staff that support their language development very well. In Reception Year, staff help children to learn phonics and form their letters and numbers correctly. Children quickly become confident readers, writers and mathematicians.

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Early years Expected standard

When children face additional challenges to their learning and development, staff provide support that fits around each child. Staff use their very positive relationships with parents and carers to shape this support alongside them. Children rapidly settle into new routines, make friends and become ready to learn. Children enjoy the activities that they are given to do. Some explore and draw minibeasts, others make model vehicles as part of their transport topic. Children quickly acquire the skills to concentrate on their learning. They are keen learners. Staff make sure that children are well cared for. If children struggle with new learning, staff provide lots of opportunities to practise and rehearse this learning. By the end of their time in the early years, children are ready for Year 1.

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

Leaders have established a school vision that helps every pupil to be the best that they can be. From the moment that children join the school in the Nursery Year, they thrive. They swiftly develop the skills and behaviours that they need for future success.

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

When pupils face barriers in their lives, leaders take very effective action to remove and reduce those barriers. Staff use their deep knowledge of pupils and their families to shape support that helps pupils’ wellbeing and enables them to be ready to learn. Some pupils need extra guidance to develop their language and communication skills. When this is the case, pupils receive precise and targeted help. They flourish with this support. Pupils in this school are happy and well cared for. Pupils enjoy their learning and want to attend school. Attendance is high, and pupils are rarely absent.

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

Pupils’ behaviour is exemplary. From the early years onwards, pupils show very positive attitudes to their learning. Pupils know exactly what is expected of them, and they rise to these expectations. Older pupils are superb role models for younger pupils. Pupils understand and accept each other's differences. They treat each other with care and respect. If pupils struggle to manage their emotions, they swiftly learn effective strategies that help them manage their feelings and focus on their learning. Bullying is rare. If it happens, leaders take swift action to make sure that it stops.

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

Pupils benefit from a carefully designed curriculum that helps them to acquire the most important knowledge and language that they need. Leaders deliberately enhance the curriculum with many opportunities for pupils to explore their interests. Children in the Nursery Year learn circus skills. Older pupils learn French, while others take part in sculpture workshops. Many pupils participate in performances and art festivals. Leaders make sure that pupils who face additional challenges in their lives access the same rich opportunities as their peers.

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Team inspectors:

Rachael Alarcon, Ofsted Inspector Andrew Scholz, 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 address the slight variations in the quality of teaching that pupils receive. Leaders should make sure that teachers check and address gaps in some pupils’ mathematical knowledge more precisely.

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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 and other senior leaders. The lead inspector spoke with governors, including the chair of governors. Inspectors spoke with some parents and carers at the start of the school day, met with members of staff and spoke with pupils throughout 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 does not make use of any alternative provision.

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About this inspection

The school runs a before- and after-school club for pupils in the school.

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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. National average: 3.5%

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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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Persistent absence

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

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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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