Coomb Briggs Primary Academy

Coomb Briggs Primary Academy

Address: Roval Drive, Immingham, Lincolnshire, DN40 2DY Unique reference number (URN): 149511

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Achievement Expected standard

Pupils leave the school prepared for life ahead of them. Typically, pupils achieve well in reading, writing and mathematics. This leads to positive outcomes in national tests at the end of key stage 2. Pupils achieve broadly in line with other pupils nationally. Disadvantaged pupils also achieve well. Leaders responded quickly to last year’s lower phonics outcomes. Revised systems helped pupils who did not meet these outcomes to catch up with their reading. Pupils who are currently accessing the phonics programme make good progress.

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Achievement Expected standard

Pupils generally show a secure understanding of their learning in wider subjects. They produce well-presented pieces of learning in their workbooks in subjects such as art, history and science. Pupils speak confidently about their most recent learning. They are less sure about what they learned in previous topics. This means they do not always make connections to previous learning as well as they could.

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Achievement Expected standard

Pupils with lower starting points, including those with special educational needs and/or disabilities, make suitable progress from their starting points. They engage well in learning across the curriculum and build important knowledge and skills.

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Attendance and behaviour Expected standard

Leaders make sure pupils attend school regularly. They are committed to further improving attendance and securing higher standards. Leaders give timely, focused support when a pupil’s attendance starts to fall below what they expect. This helps pupils attend school more regularly and access everything the school offers. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) attend well compared with pupils nationally. Leaders’ recent actions have improved attendance for pupils with SEND, and fewer of these pupils now miss school regularly.

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Attendance and behaviour Expected standard

Leaders ensure that pupils reach their high expectations of behaviour. Pupils model positive behaviours both inside and outside of the classroom. They follow the school’s rules of respect and showing kindness. At playtimes, pupils engage happily with different activities. For example, they take turns and wait patiently when using the school’s trim trail. In the classroom, pupils demonstrate positive attitudes to learning. They listen carefully to their teacher and engage well in activities. Younger children in the early years follow the routines and expectations well. This enables them to feel safe and happy. Leaders monitor behaviour when it falls below their expectations. Leaders give more precise support to pupils who sometimes struggle with friendships. Bullying is increasingly rare. Staff tackle any concerns about bullying well.

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Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum well. Regular quality assurance helps leaders to evaluate each subject and take action to improve them. Subject leaders work with leaders across the trust to share ideas and further refine their subjects. As a result, pupils experience a broad and balanced curriculum. Leaders have recently strengthened subjects such as phonics, writing and mathematics. Staff focus on helping younger pupils secure key skills, including accurate letter formation and arithmetic. This supports them as they approach harder concepts later in the curriculum. In reading, teachers make sure pupils read books matched to their phonics knowledge. Phonics lessons help pupils learn letter sounds. They practise blending them into longer words and phrases. Learning to read is a priority.

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Curriculum and teaching Expected standard

In subjects such as history and art, teachers provide activities that help pupils learn the key knowledge in the school’s curriculum. Teachers plan learning in ways that reflect research about how pupils learn. For example, pupils revisit previous learning to help to make learning stick. Typically, teachers use assessment strategies to check how well pupils secure this knowledge. Leaders continue to provide professional learning to help teachers make better, more responsive checks in lessons.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities make progress from their starting points. Teachers use a range of strategies to adapt learning so pupils can access it at the right level.

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Early years Expected standard

Leaders invest in children’s first experiences at school. Staff get to know children well before they start in Reception and gather information about any extra support they may need. This helps children settle and feel happy at school.

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Early years Expected standard

The curriculum in the early years is well sequenced. Leaders continually develop the curriculum. They plan it so children learn about themselves, their community and the world beyond Immingham. Early reading is a priority. Children learn phonics well. Handwriting is developing through targeted support and finger-control activities. Staff model how to hold books properly and how to listen carefully to stories.

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Early years Expected standard

Teachers support children well through direct teaching. They encourage children to speak in full sentences and model new words. They provide appropriate support when playing with children in the provision and model how to use the activities. Children with special educational needs and/or disabilities also benefit from these activities. Staff allow children to practise learning through activities until they are secure with this. Teachers check how children are doing and make timely adjustments. As a result, children are ready for their next steps in Year 1.

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Inclusion Expected standard

Leaders have strengthened their systems to identify pupils who face barriers to their learning and/or wellbeing. Teachers know who these pupils are. This allows them to provide appropriate support. A range of different strategies support pupils with special educational needs and/or disabilities so that they can access school life well. At times, pupils require more specialist support. Leaders work closely with external agencies and professionals to seek additional guidance that enables them to gain a deeper understanding of pupils' needs and further reduce any barriers to learning. Leaders have implemented support to help pupils identify and regulate their emotions. This helps pupils to talk about how they feel. Staff teach strategies, such as breathing techniques, to help pupils prepare for any future challenges. Pupils say this makes a positive difference to their mental wellbeing.

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Inclusion Expected standard

The school spends the extra funding to support disadvantaged pupils appropriately. Leaders use this funding to ensure disadvantaged pupils can fully access activities, such as trips and extracurricular opportunities. Leaders use funding to improve the attendance of disadvantaged pupils. This has had a positive impact.

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Leadership and governance Expected standard

Leaders are diligent and lead by example. They understand the school’s current position clearly. They take actions that improve the school and have a positive impact. Pupils benefit from these improvements in the curriculum, teaching and inclusion. Leaders also have clear plans to continually improve the school. Leaders act in the best interests of pupils when making decisions about the school.

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Leadership and governance Expected standard

Trustees fulfil their roles effectively. They understand their statutory duties and hold leaders to account. They ensure that important aspects of the school’s work, for example safeguarding, are consistently effective.

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Leadership and governance Expected standard

Staff are overwhelmingly positive about the professional development opportunities they receive. They value the opportunities to develop in their roles and take on new opportunities. Leaders make sure that training has a positive impact on pupils’ education and wellbeing. Staff are positive about the support they receive from leaders, including with their workload and wellbeing.

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Leadership and governance Expected standard

While improvements are evident across many areas of the school’s work, parents and carers have mixed views of the school. Not all parents feel consistently well informed about some aspects of the school’s work, such as its priorities for improvement or how they promote positive behaviour.

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Personal development and wellbeing Expected standard

Leaders have reviewed the school's offer to ensure that it promotes pupils' personal development. The personal, social and health education curriculum clearly sets out the knowledge pupils learn from the early years to Year 6. Staff teach pupils how to stay safe online, build positive relationships and stay healthy. In addition, pupils learn strategies to support their mental health and how to talk about staying mentally healthy. Opportunities for pupils to learn how to stay safe in the local area are carefully woven through the curriculum. Pupils demonstrate this knowledge when speaking about different scenarios they may encounter. In the early years, children develop socially and emotionally so that they have the tools they need to tackle problems independently.

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Personal development and wellbeing Expected standard

Pupils typically develop a secure understanding of fundamental British values, such as tolerance and respect. They understand and embrace differences between themselves and others. Assemblies help to develop pupils’ spiritual and moral development. Pupils learn to speak up if something is not right. This allows them to grow in confidence and develop a sense of fairness.

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Personal development and wellbeing Expected standard

The school has recently prioritised wider support for pupils’ pastoral development. Several pupils, particularly those with special educational needs and/or disabilities and disadvantaged pupils, take part in interventions to support their emotional wellbeing. These interventions give pupils a safe space to talk about their worries.

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Personal development and wellbeing Expected standard

The school provides a suitable range of enrichment opportunities. Pupils take part in sporting events, such as football competitions, and attend trips that link to their learning. During the inspection, younger pupils visited a local wildlife park to deepen their understanding of animals and habitats. However, the school offers fewer opportunities for pupils to develop their talents and interests, which limits their opportunities.

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

Pupils at Coomb Briggs are happy and safe. They attend school regularly. Pupils with special educational needs and/or disabilities (SEND) work hard to meet the high expectations that staff have for their behaviour and achievement. Staff reduce any barriers to learning that pupils may have. This includes the recent introduction of the ‘nest’ provision, which supports pupils with SEND to develop important life skills.

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

More recently, pupils are benefiting from further enhancements across the school. This includes improving how staff support pupils’ behaviour and how they teach the curriculum. Pupils engage well in discussions and questions in lessons. They work well together on tasks and activities. Pupils take turns to speak and listen to each other’s responses. As a result, pupils achieve well. Most pupils develop the skills and knowledge they need to be ready for the next stage in their education.

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

Pupils have sometimes been unkind to each other in the past. Now, improved behaviour systems mean pupils speak more positively about behaviour. Bullying is rare. Pupils have positive relationships with staff and their peers, asking for help when they need it. Adults help them to sort out any problems. Pupils feel confident that this help will address their concerns effectively.

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

Pupils take part in a range of experiences at school that support their wider development. For example, local emergency services visit the school to teach pupils about fire and road safety. These experiences strengthen the curriculum and help pupils understand risks in the local area. Pupils also enjoy clubs such as cooking class, football and dance club. Leaders are ambitious to widen these opportunities in the future.

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Next steps

Leaders should continue to forge constructive relationships with parents, carers and the local community to secure support and engagement for the school's work.

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Team inspectors:

Suzette Garland-Grimes, Ofsted Inspector Karen Smith, 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. Leaders should further develop staff expertise in identifying and addressing gaps in pupils’ knowledge so that pupils can make stronger connections and deepen their understanding across subjects. Leaders should continue to strengthen their enrichment offer so that pupils engage in a wider range of experiences and opportunities that develop their interests.

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About this inspection

This school is part of Wellspring Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson.

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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 executive headteacher, members of the trust executive team and the school's senior leadership team during the inspection. Inspectors also spoke to staff, pupils and parents. The lead inspector spoke to the CEO, acting as a representative of the trust board, and the deputy CEO.

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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

The school has undergone a significant change since the last inspection. The executive headteacher joined the school in November 2025.

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About this inspection

Executive Headteacher: Carrie Green This data is from 16 June 2026

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2024/25 (final) 56% 62% Close to average

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average

2023/24 (final) 68% 61% 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 (final) 71% 75% 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 (final) 68% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

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

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mathematics

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

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average

2024/25 (final) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2024/25 (final) 63% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 63% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 63% 61% Close to average

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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 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

2024/25 (3 term) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 5.5% 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

2023/24 (3 term) 12.0% 14.6% 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

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

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