COOKS Spinney Primary School has been praised following an inspection by Ofsted.

The government inspectors came to school, which is part of BMAT in November.

The report states:

What is it like to attend this school?

Pupils are rightly proud to be part of this inclusive community where people respect and
care for each other. Positive relationships are central to everything at the school. As a
result, pupils, including those who are disadvantaged and those with special educational
needs and/or disabilities (SEND), feel included. They actively participate in all aspects of
school life.

The school has high expectations for the knowledge and skills pupils will learn. This
starts in the early years, where activities are carefully planned to ensure children learn
the curriculum well.

Most pupils behave well in lessons and around the school. This has a positive effect on
their learning. At breaktimes and lunchtimes, they cooperate and take turns, enjoying the
range of activities available to them. Bullying is rare and quickly resolved if it happens.

Pupils are confident to talk to staff about any concerns they may have. The school
provides a nurturing and caring environment in which pupils are safe and happy.
The school has thought carefully about pupils’ broader development. For example, pupils
enjoy the opportunity to share their thoughts on a topic that is important to them during
‘Spinney speaks’ assemblies. Pupils are excited to receive achievement rewards every
Friday for good work or behaviour linked to the school’s values.

What does the school do well and what does it need to do better?

The school’s curriculum is ambitious and carefully designed. It identifies the important
skills and knowledge pupils need to secure. This is taught in a logical order, ensuring that
new learning builds on what has gone before. Staff help pupils to remember essential
knowledge. They use appropriate assessment strategies to determine what pupils know
and can remember. For example, in geography, there are planned opportunities to recap
subject-specific vocabulary before introducing new content. In many subjects, teachers
model precise language and use questioning successfully to check understanding before
moving on to new content. In some parts of the curriculum, however, this is less
systematic. As a result, in a small number of subjects, pupils’ understanding is less well
developed.

The school has high expectations for all pupils to develop as confident, successful
learners. The additional needs of pupils with SEND are accurately identified. Support
given by adults in class meets these needs well. This helps to ensure that pupils with
SEND achieve well and access the same curriculum as their peers.

The phonics curriculum is taught effectively by well-trained staff. The school ensures that
any pupils who are at risk of not keeping up in phonics receive appropriate support to
catch up with their peers. Staff ensure that the books pupils read closely match the
sounds they know. This helps pupils to read with increasing fluency. Leaders recognise
that there is more to do to ensure that all pupils develop a love of reading.

Most pupils concentrate well in class and respond quickly to teachers’ instructions. They
are excited to share what they have learned and have positive attitudes to their
education. Younger children are supported well to settle into school life and quickly
understand the daily routines and expectations of them. The school has recently
simplified its behaviour policy so it is clearer to staff, pupils and parents. The school’s
approach to poor behaviour helps pupils to understand what they may have done wrong.

The school promotes pupils’ broader development well. Pupils appreciate the wide range
of extra-curricular activities the school offers such as book club, the choir, poetry club
and sporting activities. These help pupils to build confidence. Leaders carefully plan
educational trips linked to the curriculum, such as to museums, galleries and historic
monuments. Pupils learn how to stay safe in different situations, including when online.

They know how to keep themselves mentally and physically healthy. Pupils value the
many opportunities they have to demonstrate their leadership skills, for example through
the junior leadership team and acting as class representatives or subject leaders. They
carry out their roles diligently and with pride.

The trust has set a clear strategic direction for the school. Knowledgeable members of
the local governing board provide highly effective challenge and support to school
leaders. Staff feel their workload and well-being have been carefully considered by
leaders. They benefit from high-quality professional development, and teachers, and
non-teaching support staff, receive excellent support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?
(Information for the school and appropriate authority)

 In some subjects, pupils’ understanding is not systematically checked before new
content is introduced. This means pupils sometimes develop a superficial
understanding of the key knowledge. The school should ensure that pupils’
understanding is routinely checked, and any misconceptions addressed, before
introducing new content.

 Some pupils do not develop sufficient enjoyment in reading as they move through the
school. This contributes to too few pupils being able to read with confidence by the
end of key stage two. The school should ensure that there is sufficient emphasis on
developing strong reading habits to help pupils develop the confidence required.

How can I feed back my views?

You can use Ofsted Parent View to give Ofsted your opinion on your child’s school, or to
find out what other parents and carers think.

We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their