Cobholm Primary Thrives as Six Amazing Areas Rated at “Strong standard” by Ofsted

This week we were proud to announce the findings of our latest Ofsted report. Our first inspection under the new Ofsted framework took place in February and we are excited to share the results of the visit. The result of this report under the new framework is one of the strongest in the county so far for a primary school, and one that we are all very proud of.

The findings are truly a fantastic achievement for our school, as we are celebrating 6 out of 7 areas identified as meeting a “Strong standard”, with the remaining area at the “Expected standard”.  This report recognises the exemplary work that happens at school, where we are committed to building on strengths, we continue to be a place where children learn and thrive. As we are among the first in the area to be inspected under this new framework, this result is a real display of the expertise housed at our school.

“Attendance and behaviour” were identified as meeting the “Strong standard”. The positive attitude and behaviour of pupils was reflected in the inspectors’ comments.

Ofsted said:

“Staff support pupils who need extra help to settle. Classrooms remain calm and purposeful. Pupils understand expectations and follow routines with confidence. Breaktimes are active and safe. Pupils play well together and understand how to behave safely. They explain what bullying means and say staff act quickly when concerns arise.

Pupils show positive attitudes to learning. They recognise their emotions and use daily check‑ins to share how they feel.”

Inspectors also identified our inclusive, supportive and nurturing school environment. This means that all pupils needs are identified quickly and barriers to learning can be reduced, with support given to pupils as they need it.

Ofsted said:

“Leaders reduce any barriers to learning by making sure pupils receive the effective support they need. Staff do this extremely well.”

“Leaders work relentlessly to help pupils catch up quickly when they have gaps in learning. They recognise the need to start this work early. This support helps pupils make progress across a range of subjects.”

Danielle Sargeant, Principal at Cobholm Primary Academy said:

“This outcome is a testament to the hard work, dedication and resilience of our pupils and staff, as well as the strength of our wider school community. We are incredibly grateful for the continued support of our parents, carers and local community. Working together, we remain committed to building on these strengths and ensuring Cobholm Primary Academy continues to be the very best place for your children to learn and thrive. Thank you for your continued support.”

The commitment and professionalism of staff was identified throughout the report, commending them for their hard work and the clear understanding they have for the pupils in school. This familiarity is key to providing pupils with the best possible support throughout their time in primary school.

Ofsted found:

“They work hard to provide the best education for every pupil. Their determination helps them act quickly and effectively, even when only small improvements are needed.”

“Leaders and staff know pupils’ needs well. As a result, they consistently adapt teaching and implement reasonable adjustments for disadvantaged pupils and pupils with special educational needs and/or disabilities when required.”

The strong progress our children are making in learning also featured as a key aspect in the report. We have steadily been improving our outcomes over previous years with all pupils making significant progress and achieving in reading, writing and maths. Outside of academic progress, pupils also grow and develop through their time at school, becoming young adults and ready for their next transition into secondary school.

Ofsted said:

“Leaders prepare pupils well for secondary school. Throughout pupils’ time here, most grow in confidence and develop positive qualities such as resilience and independence.”

“Published outcomes have improved in recent years. Disadvantaged pupils and those with SEND progress rapidly from their various starting points. As a result, gaps between disadvantaged pupils and non‑disadvantaged pupils are closing.”