Cockerham Parochial CofE Primary School, located in Lancaster, Lancashire, underwent an inspection on June 21 and 22, 2023, and received an overall effectiveness rating of good. The school provides a positive environment where pupils express enjoyment in attending. They benefit from strong relationships with peers and staff, fostering a sense of trust and safety. Leaders demonstrate ambition for all students, including those with special educational needs and disabilities. Pupils exhibit commitment to their learning, working diligently and achieving commendable results.
The school has made significant improvements in behavior management, with a revised policy leading to noticeable enhancements in classroom conduct. Pupils, parents, and carers reported that behavior has improved considerably, and instances of bullying are addressed promptly by leaders. The school promotes teamwork and responsibility through various groups, such as the school council, and encourages community involvement through activities like litter picking and fundraising for local charities. These experiences help pupils understand their role in society.
Since the last inspection, the new leadership team has focused on developing an ambitious curriculum across multiple subjects, ensuring it meets the needs of all pupils. Teachers receive necessary training and support to deliver the curriculum effectively, resulting in good achievement levels for many students, including those with special educational needs. In most subjects, teachers assess pupils' prior knowledge and design lessons that facilitate understanding of new concepts. However, in a few subjects where the curriculum has been recently introduced, there are gaps in pupils' knowledge due to previous weaker curriculums. This has led to some pupils moving on to new concepts too quickly, resulting in insecure learning.
Reading is prioritized from the early years, with children enjoying the exploration of new vocabulary through various books. Pupils develop an appreciation for different genres, including poetry and non-fiction, and understand the importance of reading in their education. Leaders ensure staff are well-trained in phonics instruction, enabling pupils to learn letter sounds effectively. Additional support is provided for those who need it, helping them keep pace with their peers. Most pupils become fluent readers by the end of key stage one.
The school has effective systems to identify the needs of pupils with special educational needs, and staff adapt learning activities to ensure these pupils can access the same curriculum as their peers. Children in the Reception Year display excellent behavior and follow routines well, contributing to a calm learning environment. Most lessons proceed without disruption, allowing pupils to focus on their learning.
Pupils are well-prepared for life in modern Britain, learning about diverse faiths and cultures, and understanding the variety of family structures in society. They are taught fundamental British values, which align with the school's values. Opportunities to develop talents and interests are available through extracurricular activities like yoga and choir.
Governors play an active role in supporting and challenging school leaders to achieve the best outcomes for pupils. Leaders consider staff workload and well-being in decision-making, resulting in positive staff morale and appreciation for the support received.
The safeguarding arrangements are effective, with staff receiving regular training to understand their responsibilities. Clear procedures are in place for reporting concerns, and leaders respond promptly to any issues. Pupils learn about safety hazards they may encounter outside of school, including online safety and road safety.
To improve further, leaders should ensure that teachers identify and address gaps in pupils' knowledge before introducing new concepts in a few subjects. This will help secure pupils' understanding and enhance their learning experience.
