Cobden Primary School is located in Farnley, Leeds, and serves a diverse community of pupils aged three to eleven. The recent inspection, conducted from November 30 to December 1, 2022, rated the school as requiring improvement in overall effectiveness, quality of education, behaviour and attitudes, and leadership and management, while personal development and early years provision were rated as good. The school has not been previously inspected under section five of the Education Act 2005.
The school environment is described as caring, with adults ensuring that pupils feel safe and supported. Pupils demonstrate respect towards adults and each other, although there are instances where adult instructions lack clarity, leading to uncertainty about expectations. This sometimes results in inconsistent behaviour among pupils. In lessons, the presentation of activities can hinder engagement and the acquisition of key knowledge.
Pupils participate in various special events, such as local triathlons, which foster resilience and an understanding of healthy living. They learn about internet safety and engage in physical activities during break times. The school organizes educational trips that complement classroom learning, allowing pupils to explore historical contexts and different faiths. Opportunities for democratic participation, such as voting for school council members, are also provided.
Leaders have developed a well-structured curriculum that breaks down learning into manageable steps, building on prior knowledge. However, there are concerns regarding the effectiveness of teaching methods, as some activities do not facilitate retention of knowledge. Subject leaders articulate their curriculum structures, with science showing stronger curriculum thinking compared to subjects like history, where clarity is lacking.
In mathematics, the curriculum meets national standards, and pupils demonstrate fluency in calculations. However, there is insufficient time allocated for problem-solving, which affects pupils' performance relative to age expectations. The school has appropriate goals for pupils with special educational needs and disabilities, but the curriculum is not always sufficiently adapted to meet their learning needs.
Reading instruction begins promptly, with a new phonics system implemented since the last inspection. However, the phonics approach is not fully embedded, leading to challenges in fluency and comprehension among pupils. Teachers are aware of the need for ongoing training to improve phonics instruction. Despite these challenges, pupils develop a love for reading through exposure to class books and incentives for reading.
The early years curriculum is well-planned, effectively preparing children for Year 1. Teachers utilize small steps to build knowledge and ensure that vocabulary is consistently taught. Children engage actively in tasks, demonstrating concentration and enthusiasm.
Governors are committed to understanding the school's priorities and ensuring high standards across the curriculum. They monitor improvements, although the pace of change needs to be accelerated to achieve timely impact. The school has effective safeguarding arrangements, with all staff participating in annual training to identify and support vulnerable pupils.
To improve, the school must enhance training for staff on the phonics scheme to ensure pupils become fluent readers. Additionally, there is a need for better task selection and assessment processes to help pupils retain key knowledge and make effective connections in their learning. The curriculum for pupils with special educational needs must be adapted to ensure they can access learning effectively. Overall, while Cobden Primary School has strengths, particularly in personal development and early years provision, it faces challenges that require focused attention to enhance educational outcomes for all pupils.
