Cobourg Primary School, located on Cobourg Road in London, was inspected on March 1 and 2, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the behavior and attitudes of pupils, as well as their personal development, were rated as good. This inspection was the first routine evaluation since the onset of the COVID-19 pandemic, and the impact of the pandemic was considered in the assessment.
Pupils described Cobourg Primary School as a friendly and kind environment conducive to learning. They feel safe and are aware that they can approach adults with any concerns. The school has implemented measures such as ‘post-boxes’ for pupils to express their worries anonymously. The atmosphere throughout the school is calm and welcoming, with pupils noting significant improvements in behavior due to clear and consistent expectations set by teachers. Disruptions in lessons are rare, and pupils demonstrate respect towards peers and staff. Instances of bullying are reported to be infrequent, with staff addressing any issues promptly and fairly.
Leaders and staff are committed to ensuring that pupils learn effectively. In mathematics, for instance, an ambitious curriculum has been developed with high expectations for all pupils. However, the effectiveness of planning and teaching varies across subjects, leading to gaps in pupils’ knowledge in some areas. While leaders are aware of these issues and are working on improvements, the current curriculum does not consistently support pupils in retaining knowledge over time.
Pupils enjoy participating in sports and take pride in their achievements, such as winning a local bowling competition. The school has prioritized enhancing English and mathematics, with structured plans that outline the knowledge pupils need to acquire. In mathematics, teaching is clear and builds on prior learning systematically. Additional support is provided for pupils with gaps in understanding, including those with special educational needs and disabilities.
In contrast, the planning for subjects like science and history is still developing, and teaching in these areas does not always facilitate effective learning. Some pupils struggle with key concepts, and assessment methods are not consistently effective in identifying knowledge gaps. The early years provision shows inconsistencies, with the nursery class providing a positive start, while the reception class does not cater as effectively to children’s learning needs.
The school has introduced a structured program for teaching early reading, but the implementation of the phonics program is inconsistent across year groups. This inconsistency has led to some pupils, particularly those with special educational needs, facing challenges in reading. The selection of reading materials does not always align with pupils’ phonics knowledge, which can hinder their progress and enjoyment of reading.
Leaders are focused on improving staff expertise and confidence in delivering the curriculum, and while progress is being made, the overall progression through the curriculum remains uneven. The governing body has been supportive but has not provided sufficient challenge to drive improvements in educational quality. Recent changes in governance are aimed at enhancing understanding of the necessary improvements.
The school’s safeguarding arrangements are effective, with leaders prioritizing pupil safety and ensuring staff are well-trained in safeguarding practices. Staff are vigilant and know how to respond to concerns regarding pupil welfare. Overall, while Cobourg Primary School has strengths in pupil behavior and personal development, significant work is needed to enhance the quality of education and ensure a coherent curriculum that meets all pupils' needs.
