Coldean Primary School

Coldean Primary School

Address: Kenwards, Coldean, Brighton, East Sussex, BN1 9EN Unique reference number (URN): 114384

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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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Curriculum and teaching Strong standard

Leaders have established an ambitious, well-sequenced curriculum that helps pupils build secure knowledge and skills over time. Learning is carefully planned so that new knowledge builds on what pupils already know, enabling them to develop secure foundations in reading, writing, mathematics and the wider curriculum.

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Curriculum and teaching Strong standard

Teaching is consistently effective. New learning is broken into manageable steps and reinforced through opportunities for pupils to revisit and practise what they already know. This helps them to remember important concepts and apply them confidently in their work. Teachers have secure subject knowledge and high expectations, ensuring pupils understand key ideas before moving on to more complex learning.

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Curriculum and teaching Strong standard

Reading is a clear priority. A structured approach to phonics and early reading helps pupils develop accuracy, fluency and confidence. Writing is taught skilfully. This helps pupils to write across the curriculum and express their ideas clearly.

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Curriculum and teaching Strong standard

Teachers use assessment well to identify and address gaps in learning. Pupils with special educational needs and/or disabilities receive targeted support through planned adaptations. This enables them to access the same aspirational curriculum as their peers and achieve well.

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Curriculum and teaching Strong standard

Pupils are engaged, attentive and positive about their learning. Across subjects, they produce high-quality work, retain important knowledge and are well prepared for the next stage of their education.

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Early years Strong standard

The early years curriculum is precisely planned to enable children to progress well. Staff bring learning to life through carefully chosen topics. Leaders prioritise number, reading and vocabulary development, understanding the importance of securing this foundational knowledge early on.

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Early years Strong standard

The routines for phonics teaching are well understood and implemented by staff. Carefully planned learning activities develop children's knowledge. For example, children engaged enthusiastically in building ramps to race their cars. Interactions between children and adults are extremely positive. These demonstrate warm relationships and a secure understanding of how children learn.

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Early years Strong standard

Children play with each other with care and respect. Routines are well embedded and enhanced by robust relationships with parents and carers from the start of nursery or Reception. Staff actively seek ways to enhance children's learning beyond school.

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Early years Strong standard

Leaders quickly identify children who may have special educational needs and/or disabilities and diligently check their progress. Effective support from school leaders and work with outside agencies mean that children can access the curriculum alongside their peers.

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Expected standard

A high proportion of children achieve a good level of development at the end of Reception. As a result, children are very well prepared for Year 1.

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Achievement Expected standard

Overall, pupils are prepared for the next stage of education. This is reflected in key stage 2 outcomes for reading and writing, which are typically close to national averages. Most pupils acquire the knowledge they need to tackle increasingly complex tasks successfully. They can generally explain their learning and apply this understanding in different contexts.

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Achievement Expected standard

Pupils develop secure knowledge across a broad range of subjects. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, who typically remember and apply what they have been taught effectively. This is particularly apparent in history, science and French.

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Achievement Expected standard

Leaders know there is still further work to be done to ensure that pupils achieve as well as they could in mathematics by the time they leave school. In addition, a small number of pupils lack the foundational writing skills they need, although leaders are taking action to address this. Pupils with SEND progress well from their starting points. Disadvantaged pupils typically achieve outcomes that are close to national averages for disadvantaged pupils nationally.

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Attendance and behaviour Expected standard

Attendance remains below national averages, but it is improving because of leaders' effective actions. Leaders analyse attendance information closely and provide targeted support for pupils facing barriers to regular attendance. The positive relationships staff build with parents and carers are key to this work. As a result, attendance has improved for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Persistent absence is reducing slowly.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and at social times. This is due to the clear expectations and consistent application of the school’s behaviour policy. High expectations, clear routines and positive relationships create a calm, orderly and respectful environment where pupils feel safe and ready to learn. Adults model these expectations consistently. Pupils are generally polite and respectful to each other and the adults in school. Pupils are engaged in their learning and demonstrate pride in the work they produce. Their positive attitudes to learning shine through in all they do. Any form of bullying or discrimination is not tolerated. Pupils are confident that staff will listen, apply appropriate consequences and keep parents informed. The school rarely uses suspensions but, if needed, these are used appropriately and proportionately.

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Inclusion Expected standard

Leaders have created an effective culture of inclusion, ensuring that pupils with additional needs and disadvantaged pupils are identified early and supported effectively. Staff have a clear understanding of the barriers some pupils face and work closely with families and external agencies to provide timely and appropriate support. Effective transition arrangements help ensure that pupils' needs are recognised quickly and that support is in place when required.

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Inclusion Expected standard

Inclusive practice is evident throughout the school. Teachers make thoughtful adaptations to learning, including the use of visual timetables, vocabulary support and writing scaffolds, enabling pupils to access the curriculum successfully. Staff use personalised approaches where needed. There are high expectations for all pupils.

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Inclusion Expected standard

Leaders have a clear understanding of the challenges faced by disadvantaged pupils, including barriers to their learning. Targeted support, staff training and pastoral provision help pupils overcome these barriers and achieve well. Leaders use pupil premium funding to provide targeted support for disadvantaged pupils.

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Inclusion Expected standard

Staff regularly review pupils' progress and adapt provision where necessary. This helps pupils with special educational needs and/or disabilities to engage confidently in lessons and other aspects of school life. Leaders and staff work with parents, carers and external agencies effectively.

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Leadership and governance Expected standard

Leaders work purposefully to raise aspirations for what pupils can achieve. Together with staff, they work effectively to ensure that pupils have every opportunity to achieve well. Leaders make decisions in the best interests of pupils, particularly those with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning. They ensure that these pupils receive the support they need to succeed. Leaders work closely with parents, external professionals and the wider community to strengthen support for pupils and ensure that families feel engaged in school life.

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Leadership and governance Expected standard

Leaders have a secure understanding of strengths and areas that they need to prioritise. They have implemented appropriate actions to ensure that pupils learn increasingly effectively. The governing body members fulfil their statutory duties and have a deep knowledge of the school’s context. They understand their role and work with the school. This has established a productive relationship with school leaders. The governing body challenges leaders constructively to ensure that pupils’ educational and wider experiences are successful in preparing them for their futures.

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Leadership and governance Expected standard

Staff report that leaders consider workload and wellbeing when implementing new strategies. An open culture exists in the school where staff feel empowered to share their views. Staff benefit from a well-structured professional development programme that is informed by research and tailored to the school’s strategic priorities.

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Personal development and wellbeing Expected standard

Leaders have established a well-planned programme that reflects the needs of the school community and supports pupils' personal, social and emotional development. Through the curriculum, relationships education and online safety lessons, pupils develop a secure understanding of how to stay safe, treat others with respect and contribute positively to society. Pupils generally have an appropriate understanding of British values and relationships education. Leaders know there is more work to do to continue to deepen their understanding of some aspects of these areas.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Pupils report that they feel safe, valued and supported. They know who to speak to if they have any worries and are confident that staff will address concerns appropriately. Leaders respond quickly to the needs of vulnerable pupils and families and work effectively with external agencies to secure appropriate support when needed.

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Personal development and wellbeing Expected standard

The school's wider offer makes a significant contribution to pupils' development. Through the 'Coldean 50', leadership opportunities and a broad range of clubs and trips, pupils benefit from experiences that extend their interests, talents and aspirations. Pupils speak enthusiastically about these opportunities and value the school's inclusive approach, which encourages participation from all pupils.

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

Pupils know they belong at Coldean Primary School because staff value, respect and care for them. Staff build positive relationships with pupils from their earliest days in school, helping them settle quickly and confidently into school life. The school’s welcoming culture is shaped by its values of kindness, resilience, trust and pride. A focus on oracy helps pupils develop confidence because they are able to explain what they know and when they need help. They show high levels of respect and care for one another.

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

Classrooms are calm and purposeful so pupils settle quickly to their work. Pupils feel safe in school. Staff respond swiftly and effectively when concerns arise. Pupils behave very well because leaders and staff set consistently high expectations. Bullying is rare and pupils know that adults will help them when needed if this does occur.

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

A wide range of enrichment opportunities, including clubs, trips and memorable wider experiences is on offer. Pupils speak enthusiastically about the ‘Coldean 50’, which provides opportunities such as performing on a stage and developing cultural awareness. All pupils, including those who might otherwise miss out, are supported to access these experiences and broaden their horizons.

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

Pupils are immensely proud of their school and describe it as a fun, calm and enjoyable place to learn. They understand the importance of education and can explain how learning will help them to achieve their future ambitions. There is an ambitious and well-planned curriculum. The work pupils produce is high quality and demonstrates their commitment to learning. Staff identify barriers to learning and provide support to help pupils succeed. Pupils are typically prepared well for the next stage of education. Those with special educational needs and/or disabilities access the curriculum successfully and achieve well. However, some pupils do not attend as regularly as they could. Leaders know this and are working to reduce the proportion of pupils who miss out regularly on all the school has to offer.

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Next steps

Leaders should continue their approach to attendance to positively impact the attendance of pupils who persistently miss out on periods of their education, particularly those who are disadvantaged. Leaders should continue to embed robust assessment systems to enable teachers to identify and address gaps in learning, so that pupils can achieve as well as possible across the curriculum. Leaders should evaluate the impact of the school's personal development and wellbeing offer by tracking participation more systematically.

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About this inspection

The chair of the governing body is Rebecca Ouassa.

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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

This inspection took place on 9 and 10 September 2026.

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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 met with the headteacher, deputy headteacher, assistant headteacher, the special educational needs coordinator and a range of school staff throughout the inspection. They spoke with representatives from the local authority and to members of the governing body. Inspectors also considered the views of staff, pupils, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The current headteacher was in post at the last inspection.

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About this inspection

The school does not make use of any alternative provision.

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Lead inspector:

Ulric Neblett-Leigh, His Majesty's Inspector

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Team inspectors:

Paul Bateman, Ofsted Inspector Julie Prentice, Ofsted Inspector

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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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 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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average

2023/24 (final) 55% 61% Close to average

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average

2022/23 (final) 53% 60% 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

2023/24 (final) 71% 74% Close to average

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average

2022/23 (final) 74% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 65% 71% 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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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) 47% 47% Close to average

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national average

2023/24 (final) 44% 46% Close to average

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national average

2022/23 (final) 43% 44% 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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average

2024/25 (final) 58% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 65% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 58% 59% Close to average

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average

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 52% 58% 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) 53% 61% Close to average

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average

2023/24 (final) 48% 59% Close to average

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average

2022/23 (final) 57% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

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

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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

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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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