Coulsdon C of E Primary School, located in Old Coulsdon, Surrey, was inspected on November 8 and 9, 2023, with a follow-up on May 8, 2024. The overall effectiveness of the school is rated as requiring improvement, which marks a significant decline from its previous outstanding rating twelve years ago. The quality of education is also assessed as requiring improvement, while behavior and attitudes, as well as personal development, are rated as good. Leadership and management, along with early years provision, are identified as areas needing improvement.
The inspection highlighted that pupils take pride in being part of the school community, demonstrating kindness and respect towards one another. Relationships between staff and pupils are positive, contributing to a safe and supportive environment. Pupils behave well in classrooms and during breaks, and they feel comfortable approaching staff with any concerns. However, the curriculum has not adequately prepared pupils for their future educational stages, with recent changes yet to show a significant impact on learning outcomes.
The school has made efforts to enhance the curriculum, particularly in English and mathematics, but these changes are still in the early stages of implementation. Leaders acknowledge that the curriculum has not sufficiently deepened pupils' knowledge and understanding, which is reflected in historical performance data. Although there is ambition for improvement, the effectiveness of recent changes has not been thoroughly evaluated, leading to variability in curriculum delivery across subjects.
Governors are supportive of the leadership team and understand their roles, but systems for evaluating the impact of changes are underdeveloped. This lack of robust assessment means that some issues in curriculum implementation remain unaddressed. Despite these challenges, staff feel supported and are enthusiastic about the school's direction, fostering a collaborative environment.
In certain subjects, the curriculum is well-structured, allowing pupils to build on their prior knowledge effectively. For instance, in mathematics, younger pupils learn foundational skills that older students apply in more complex tasks. However, in other areas, particularly in early years and some subjects, the curriculum lacks clarity and coherence, leading to gaps in pupils' knowledge and understanding.
Teachers generally possess strong subject knowledge and present information clearly, enabling pupils to engage with their learning. Pupils with special educational needs and disabilities receive appropriate support, and teachers adapt tasks to meet diverse needs. Nevertheless, there have been historical challenges with phonics outcomes, prompting leaders to prioritize improvements in reading. External specialists are assisting staff in implementing a phonics program, which is beginning to yield positive results.
The school emphasizes vocabulary development across all year groups, but inconsistencies in implementation have been noted. Some staff do not use precise vocabulary, which affects pupils' language skills. Leaders recognize the need for focused efforts to enhance older pupils' reading and writing skills, with plans in place to address existing gaps.
Pupils demonstrate good attendance and positive behavior, contributing to a vibrant school atmosphere. They engage in various enrichment activities that promote personal development and community involvement. The school fosters a culture of respect for diverse beliefs and values, preparing pupils to be conscientious citizens.
The safeguarding arrangements are effective, ensuring that pupils feel safe and supported. The school is aware of the areas requiring improvement and is committed to implementing necessary changes to enhance the quality of education and overall effectiveness.
