Cotton End Forest School, located in Bedfordshire, underwent an inspection on January 24 and 25, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and weakness identified. The quality of education was also deemed to require improvement, while behavior and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement as well.
The school is distinguished by its focus on outdoor learning, which fosters confidence and happiness among pupils. Much of the learning occurs outside the traditional classroom setting, allowing students to acquire practical life skills, such as fire-making and safe tool usage. However, there are concerns regarding the effectiveness of outdoor learning, as not all teachers are adept at making these experiences purposeful. Pupils benefit from a variety of educational visits and sports clubs, contributing to a well-rounded experience.
Behavior across the school is generally good, with pupils understanding expectations and contributing to a calm atmosphere. Instances of bullying are rare, and pupils feel safe and supported, knowing they can report concerns to staff. Despite this positive environment, there are issues with the expectations set for pupil achievement. The work assigned is not always challenging enough, and reading remains a barrier for some students, particularly due to past shortcomings in teaching reading skills.
Since the last inspection in 2017, the school has experienced rapid growth and relocated to a new site. Leaders have developed a new vision focused on maximizing outdoor learning opportunities, supported by a spacious outdoor environment. While staff well-being has been prioritized during this transition, there is still work to be done in developing the curriculum to ensure effective learning across all subjects.
The curriculum is currently in development, with some subjects benefiting from clear, structured approaches. However, in other areas, the lack of clarity in curriculum design leads to gaps in learning and connections between different subjects. Teachers may not always have the necessary training, resulting in lessons that do not meet pupils' needs effectively.
A new phonics curriculum has been adopted, and staff training has been provided to ensure consistent teaching. This has led to improvements in early reading, particularly in Year 1. However, some pupils in key stage two have not benefited from this approach, and the catch-up support provided is insufficient for them to make rapid progress.
In the early years, the curriculum is well-structured, allowing children to build foundational skills in a sequential manner, preparing them for future learning. Leaders have implemented adaptations to support pupils with special educational needs and disabilities, enabling them to learn alongside their peers.
Attendance is a priority for leaders, who actively encourage pupils to attend school regularly. The governing body effectively oversees aspects such as safeguarding and finances, though their impact on curriculum development has been limited.
The safeguarding arrangements at the school are effective, with staff receiving regular training and maintaining a clear understanding of reporting procedures. Leaders ensure that appropriate recruitment processes are followed, and the curriculum includes lessons on keeping safe, including online safety.
To improve, the school needs to enhance the curriculum in certain subjects by clearly outlining the order and detail of content to be learned. Additionally, leaders must ensure that all teachers possess the subject knowledge required to teach effectively. The phonics program must also be refined to provide timely support for pupils who need to catch up in their reading skills. Overall, while Cotton End Forest School has strengths, particularly in its outdoor learning approach and supportive environment, there are significant areas that require attention to ensure all pupils achieve their full potential.
