Coton Church of England (Voluntary Controlled) Primary School

Primary School

Address: Whitwell Way, Coton, Cambridge, Cambridgeshire, CB23 7PW Unique reference number (URN): 110786

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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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Leadership and governance Strong standard

Leaders have provided purposeful and coherent leadership. They place pupils’ needs and aspirations at the heart of decision-making. Leaders have an accurate understanding of the school’s performance. They use detailed information to evaluate the impact of their work. Their actions, since the previous inspection, show a determined and effective approach. This has resulted in rapid improvements across many areas of the school's work and many strengths in provision. Staff now follow refined systems. There is a coherent curriculum. Practice is consistent and effective across the school.

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Leadership and governance Strong standard

Leaders at all levels contribute meaningfully to school priorities. Staff have the time and expertise needed to implement the desired changes. Leaders design a well-structured programme of professional learning. This enables staff at every stage of their careers to deepen their knowledge, drawing on research and evidence to guide improvement. This culture of continuous development shapes daily practice.

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Leadership and governance Strong standard

Governors bring a wide range of experience and expertise to their role. They provide informed support and constructive challenge. Governors work closely with leaders to maintain high expectations while considering staff workload.

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Leadership and governance Strong standard

Leaders maintain positive relationships with parents and carers, pupils and the wider community. Parents feel listened to. Leaders seek and act on pupils’ views. This reinforces a culture in which everyone feels respected and able to contribute. Leaders’ ambition for every pupil is evident in all aspects of the school's work. Professionalism, clarity of purpose and a shared commitment underpin ongoing improvement. Leaders' actions have secured significant and rapid improvements.

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Achievement Expected standard

By the end of Year 6, most pupils have the knowledge, skills and confidence they need for secondary school. Pupils build their knowledge over time in reading, writing and mathematics. Pupils at the early stages of reading typically gain the phonics knowledge needed to become fluent readers by the end of Year 1. In phonics and the multiplication tables check, results are now above the national average. Targeted support ensures pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, achieve well across subjects.

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Achievement Expected standard

Leaders have addressed previous weaknesses in the curriculum. Pupils' books demonstrate the impact of the changes implemented. Pupils achieve well across subjects. This is demonstrated in the quality of their work and reflected by pupils' outcomes in national tests and assessments. Pupils progress well across the curriculum. They retain and recall the important knowledge that leaders want them to learn.

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Attendance and behaviour Expected standard

Leaders systematically track attendance. They respond quickly and take appropriate action. They work closely with families to understand reasons for absence and address barriers to attendance. A range of strategies has helped to reduce lateness. Staff ensure that pupils know what they will be learning each day. Pupils do not want to miss out on the exciting learning to come. Persistent absence is now below the national average. Where pupils are persistently absent, there are valid reasons as to why they are not in school.

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Attendance and behaviour Expected standard

Staff have high expectations of pupils' behaviour. They consistently apply agreed approaches. Pupils live up to these expectations. They follow the principles of being ready, respectful and safe. Staff create a supportive environment where they help pupils learn from their mistakes. Pupils know, understand and demonstrate the school's ‘star' learning behaviours. They know what bullying is, although this is extremely rare. There are effective strategies in place to support pupils who may need extra support to meet expectations. Pupils show sensitivity and care for each other. They are highly inclusive. They understand the importance of 'walking the talk'.

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Curriculum and teaching Expected standard

Leaders have redesigned and adapted the curriculum since the previous inspection. As a result, the quality of the curriculum and how it is taught has improved. Initially, they prioritised the curriculum in English and mathematics to ensure pupils secured the foundational knowledge they need in these subjects. They then implemented their desired changes to the wider curriculum. Staff are confident in applying agreed approaches. They receive ongoing support and feedback to help them deliver the intended curriculum effectively. They check pupils' understanding in lessons and anticipate when pupils may need extra practice or support. As a result, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make appropriate progress from their starting points.

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Curriculum and teaching Expected standard

The improvements in curriculum and teaching are most noticeable in the early years and key stage 1. These pupils have experienced the curriculum from the start of their education. In the early years, children learn to read as soon as they start school. Pupils keep up. In key stage 2, pupils did not experience the same quality of curriculum in the past. Leaders recognised the need to improve the quality of provision, particularly in writing, and for teachers to better identify gaps in pupils' knowledge. Teachers now use checks on learning to provide regular and targeted support to help to close gaps in pupils' knowledge. A focus on teaching the basic skills of handwriting is ensuring that pupils develop these skills more securely.

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Early years Expected standard

Leaders prioritise the early years. They ensure children get off to a good start in their education. Leaders select staff for their expertise. They provide targeted professional development to strengthen practice further. The curriculum is well planned. It builds securely from children’s starting points and ensures children develop their knowledge across the breadth of the areas of learning. Staff teach vocabulary explicitly. Children show curiosity and confidence. Reading is a clear priority. Staff teach phonics as soon as children start school. Staff promote a love of books and stories through daily exposure and intentional teaching.

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Early years Expected standard

Staff create a calm, purposeful learning environment rooted in consistent routines. They model rich language that extends children’s thinking. Children respond confidently by contributing and asking questions. Staff organise the learning environment thoughtfully. They respond to children’s interests, encouraging them to be brave and try new things. Parents are vital partners in their children’s learning. Close links with local nurseries and pre-schools help pupils settle quickly.

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Early years Expected standard

Children achieve well. Staff make sure that children with special educational needs and/or disabilities and those from disadvantaged backgrounds receive focused support. This support helps them to learn well and to develop independence and confidence. Children feel safe. They behave well and make progress in their social and emotional development. Children gain the knowledge and attributes needed for successful learning in Year 1.

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Inclusion Expected standard

Leaders use effective systems to identify pupils' needs and target support quickly. They evaluate the impact of this support on pupils’ academic, social and emotional progress. Leaders maintain a clear strategic oversight. They provide staff with appropriate training and guidance to meet the needs of pupils with special educational needs and/or disabilities (SEND). They adapt the support provided. They constantly review the impact of agreed approaches. Staff have the expertise needed to implement these effectively.

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Inclusion Expected standard

Pupils with SEND and those facing other barriers receive the support they need to succeed. The school targets the use of pupil premium funding to ensure that disadvantaged pupils make progress from their starting points. If pupils have gaps in their knowledge and understanding, leaders provide targeted help. Pupils with SEND and disadvantaged pupils talk confidently about how the help they receive enables them to become independent and be successful. They develop self-belief and take pride in their work, recognising how the support provided has enabled them to improve their work.

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Inclusion Expected standard

Leaders work closely with other agencies, including social care. They ensure that families and pupils receive appropriate support. They have trained school staff to provide emotional and pastoral support. Staff provide daily check-ins and build trusting relationships with pupils. As a result of the changes implemented, progress is accelerating and gaps are closing.

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Personal development and wellbeing Expected standard

Leaders have designed a coherent programme to support pupils' personal development that reflects the school’s core values. Pupils understand these values and apply them in their daily interactions. They develop an understanding of fundamental British values such as democracy, mutual respect and tolerance. Everyone is welcome. Pupils show respect for each other, their school and the wider community. Leaders have ensured that the school's personal development programme includes all of the required elements. This includes statutory relationships and health education. They consult parents and carers on the content of this curriculum. Pupils learn how to keep themselves safe. They understand the risks they may face online and in the community. Lessons, assemblies and trips to places of worship build pupils' understanding of diversity and life in modern Britain. There are opportunities for pupils to broaden their interests and

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Personal development and wellbeing Expected standard

develop talents in areas such as art, sport and music. Every pupil has the opportunity to represent their school and join an after-school club. Leaders consult pupils on the clubs they would like. Leaders check participation to ensure that all pupils benefit. Pupils learn how participation in sports benefits their mental health and wider wellbeing and that it is not just about being physically adept. Leaders prioritise swimming from Reception onwards as an essential life skill.

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Personal development and wellbeing Expected standard

Leaders provide targeted help for pupils who need additional emotional or wellbeing support. Pupils know who to see and where to go if they have a worry or concern. Leaders check that any support makes a positive difference to pupils' wellbeing and/or improved readiness to learn. Leaders promote aspiration, which helps all pupils think positively about their futures. Pupils help to raise funds for charitable causes and contribute to their school and local community. They see how, by working together, they can achieve great things.

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

Pupils love coming to school. They enjoy learning and value their friendships. They describe their school as ‘one big happy family’. Pupils act thoughtfully, show consideration for others and support their classmates.

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

Overall, pupils achieve well. They follow a curriculum that is ambitious, inclusive and engaging. Older pupils feel confident about their transition to secondary school. Children in the early years make a positive start to their education. They secure the knowledge they need for future success. Pupils feel supported. Pupils are prepared well for each new stage of learning. They make positive progress from their starting points. This is because staff provide the care and support pupils need to overcome barriers to learning and/or wellbeing.

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

Pupils behave well and treat each other with kindness. They feel safe in school. When concerns arise, they trust staff to respond quickly and effectively. By taking responsibility for their learning, pupils understand how to make positive changes. This allows them to become ambitious and achieve success for themselves. Bullying is extremely rare. Pupils know there is always a trusted adult they can turn to for support. They contribute to making the improvements they would like to see at their school. Pupils attend regularly because they enjoy school. They do not want to miss out on the experiences on offer.

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

Pupils say they make friendships that will last a lifetime. Pupils, parents and carers and staff build warm and respectful relationships. All members of the community model the school’s core values of compassion, creativity, courage, challenge and cooperation. Pupils feel a strong sense of belonging. They engage fully in school life. Pupils take part in many opportunities that enhance their learning outside the classroom.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should continue to ensure that teachers identify gaps in pupils' knowledge and understanding so that they can adapt teaching and the curriculum effectively to support pupils' learning. Leaders should continue to improve the teaching of writing so that it is consistently effective across the school.

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About this inspection

The chair of the board of governors is James Edgoose.

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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

Inspection activities: Inspectors spoke with the headteacher, other senior leaders and staff. They also met with members of the governing board, including the chair of governors.

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About this inspection

The inspectors confirmed the following information about the school: Many school leaders were not at the school, or were new to their roles, at the time of the previous inspection.

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About this inspection

This school is registered as having a Church of England religious character. The school's last section 48 inspection was in March 2019.

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About this inspection

The school does not currently use alternative provision.

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About this inspection

Headteacher: Sarah Jarvis The inspector(s) used this data during the full inspection on 9 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 6 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 needs support 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

2024/25 (final) 81% 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

2023/24 (final) 77% 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) 76% 74% 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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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

‘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) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 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

2023/24 (3 term) 15.3% 14.6% Close to average

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national average

2022/23 (3 term) 15.3% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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