Ofsted conducted a short inspection of Colville Primary School on 5 March 2019, following its previous judgment of good in October 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, alongside governors, prioritizes pupils' welfare and readiness to learn, ensuring that all students, regardless of their background, are well-prepared and have positive attitudes towards their education. Pupils express pride in their school, describing it as a safe and supportive environment where they can thrive and make mistakes without fear.
Parents and carers overwhelmingly support the school, with all respondents to Ofsted's Parent View survey recommending Colville to others. They appreciate the effective communication and the high level of care provided for their children. The leadership has successfully addressed areas for improvement identified in the previous inspection, demonstrating a strong understanding of pupil achievement across the curriculum. The governing body plays a crucial role in supporting the school’s leadership, with governors being well-informed about the school's strengths and weaknesses.
The school faces challenges, including a high turnover of pupils and a declining school roll. However, leaders manage these issues effectively, transitioning from a two-form to a one-form entry school while maintaining educational standards. Safeguarding measures are robust, with meticulous record-keeping and prompt referrals to external agencies when necessary. The school ensures that all staff are well-trained in safeguarding practices, and pupils feel safe and supported.
In the early years, children typically enter with skills below the expected level, particularly in communication and literacy. Despite this, the quality of teaching is effective, and children make good progress. The early years environment encourages exploration and application of skills across various learning areas. Although attainment at the end of Reception remains below the national average, the proportion of children achieving a good level of development is steadily increasing.
Teaching in key stage 1 is also of consistently good quality, with leaders aware of the challenges posed by pupil mobility. Support for pupils who are new to the school or in the early stages of learning English is well-planned, ensuring they make good progress in reading, writing, and mathematics. Disadvantaged pupils in key stage 1 are making consistent progress, with no significant gaps compared to their peers nationally. However, leaders need to enhance their evaluation of how additional funding supports these pupils.
The phonics teaching is effective, with teachers demonstrating sound knowledge and ensuring that pupils receive the necessary support to keep up. Attendance remains a concern, fluctuating and occasionally dipping below the national average, partly due to high mobility. Leaders have implemented strategies to improve attendance, such as a walking bus initiative, and they actively monitor and support families facing challenges.
Next steps for the school include sustaining effective teaching in early years and key stage 1 to improve attainment in reading, writing, and mathematics. Additionally, leaders should develop a deeper analysis of how additional funding supports disadvantaged pupils in key stage 1, ensuring that resources are used effectively. Overall, Colville Primary School continues to provide a supportive and effective educational environment for its pupils, with strong leadership and community support.
