Coomb Briggs Primary School
phone: 01469 572584
headteacher: Mrs Jayne Day B'ed, Ba, Ma
210 pupils capacity: 82% full
90 boys 52%
80 girls 47%
Last updated: Oct. 2, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 517368, Northing: 414503
- GPS coordinates
- Latitude: 53.614, Longitude: -0.22729
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 30, 2014
- Region › Const. › Ward
- Yorkshire and the Humber › Cleethorpes › Immingham
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Allerton Infants' School DN402HP
- 0.5 miles Allerton Junior School DN402HP
- 0.5 miles Allerton Primary School DN402HP (315 pupils)
- 0.5 miles Oasis Academy Immingham DN401JU (761 pupils)
- 0.6 miles Eastfield Junior School DN401LD
- 0.6 miles Eastfield Infants' School DN401LD
- 0.6 miles The Immingham School DN401JT
- 0.6 miles Eastfield Primary School DN401LD
- 0.6 miles Eastfield Primary Academy DN401LD (243 pupils)
- 0.8 miles Pelham Infants' School DN401JR
- 0.8 miles Immingham St Andrew's CofE Junior School DN401JS
- 0.8 miles The Canon Peter Hall CofE Primary School DN401JS (240 pupils)
- 0.8 miles The Canon Peter Hall CofE Primary School DN401JS
- 1.8 mile Killingholme Primary School DN403HX (112 pupils)
- 2.6 miles Stallingborough CofE Primary School DN418AP (101 pupils)
- 2.8 miles Keelby Primary School DN418EF (184 pupils)
- 3.7 miles Healing Primary School DN417RS (340 pupils)
- 3.7 miles Healing School, A Specialist Science and Foundation College DN417QD
- 3.7 miles Healing Science Academy DN417QD (873 pupils)
- 3.7 miles Healing Primary School DN417RS
- 3.9 miles East Halton Primary School DN403PJ (58 pupils)
- 4 miles Brocklesby Park Primary School DN378JS (17 pupils)
- 4.3 miles Ulceby St Nicholas Church of England Primary School DN396TB
- 4.3 miles Ulceby St Nicholas Church of England Primary School DN396TB (106 pupils)
Coomb Briggs Primary School
Roval Drive, Immingham, Lincolnshire, DN40 2DY
|Inspection dates||30 September–1 October 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Requires improvement||3|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Effective leadership and management have led to |
Achievement is good. The 2014 results show that
Systems to track pupils’ progress are identifying
The quality of teaching has improved because
improved teaching and achievement over the last
two years, particularly in Key Stage 2.
by the end of Year 6, attainment in reading,
writing and mathematics is now above average.
pupils who need extra help. Support staff work
well with individuals and small groups to help
pupils to catch-up.
teachers have received effective training,
guidance and support. As a result, pupils’ progress
is good overall.
| Senior leaders have used external support to help |
Governors have improved their knowledge of how
Pupils say they feel safe in school, and are
Pupils have very positive relationships with each
them to check the quality of teaching and to
provide teachers with extra help. This has resulted
in better teaching and learning across the school.
well the school is doing and where further
improvement is needed. They make visits to the
school to see how improvements are being
implemented in classrooms.
confident that the adults will sort out any concerns.
other. Their behaviour is good and their enthusiasm
to learn contributes well to their achievement.
| Although the quality of teaching is good overall, in |
Teachers do not always challenge the most able
a small number of cases some aspects are less
pupils sufficiently and do not always have the
highest expectations of all pupils.
| Although the marking of pupils’ work is often |
In the Reception class the teaching of basic writing,
complimentary about what they have done well, it
does not always lead to improvements in pupils
handwriting and number skills is variable.
Consequently, children do not make good progress.
Information about this inspection
- Inspectors observed 14 lessons, four of which were joint observations with the headteacher. In addition,
inspectors made a few other visits to classes, looked at pupils’ workbooks and listened to a number pupils
- Meetings were held with pupils, the Chair of the Governing Body and three other governors, senior and
middle leaders and two representatives from the local authority.
- Inspectors took account of the 26 responses to the on-line questionnaire for parents (Parent View) and
spoke to a number of parents at the start and end of the school day.
- Inspectors observed the school’s work and looked at a number of documents, including the school’s own
data on pupils’ progress, planning and monitoring documentation, records relating to behaviour and
attendance, and documents relating to safeguarding.
|Amraz Ali, Lead inspector||Her Majesty’s Inspector|
|Susan Twaits||Additional Inspector|
Information about this school
- This is smaller than the average-sized primary school. Almost all pupils are of White British heritage.
- The proportion of disadvantaged pupils known to be eligible for the pupil premium is well below the
national average. The pupil premium is additional funding for those pupils who are known to be eligible for
free school meals and those children that are looked after.
- The percentage of pupils supported at school action is average. The percentage supported by school
action plus is well above the national average. There are no pupils with a statement of special educational
needs or with an education, health or care plan.
- The number of pupils who leave or join the school between Year 1 and Year 6 is higher than would be
expected in some classes. Almost 10% of the pupils currently on the school roll joined at the start of this
- The school meets the government’s current floor standard, which sets the minimum expectations for
pupils’ attainment and progress.
What does the school need to do to improve further?
- Improving the quality of teaching and learning even further by:
- offering greater challenge for the most able
- ensuring that marking and feedback leads directly to improvements in pupils’ work
- raising expectations of both the quality and quantity of work required.
- Ensure the systematic teaching of the early writing, handwriting and mathematics skills.
|The leadership and management||are good|
- Leaders and managers have successfully built on existing strengths to ensure that the behaviour and
safety of pupils is a significant strength across the school. Consequently, this is a harmonious school
where pupils enjoy school and learn well. Safeguarding arrangements meet statutory requirements.
- The school’s leadership, including the governing body, now has a clearer understanding of its own role
than at the last inspection. Improved monitoring and evaluation of teaching and achievement has helped
to target resources and bring about improvement. This has enabled issues to be addressed and existing
strengths built upon, resulting in improved provision and raised achievement.
- Leaders have engaged well with the local authority and other schools locally. They have benefitted from
external guidance and support to help them to improve their skills at evaluating teaching and identifying
where improvement is needed. Consequently, effective training, guidance and support for teachers have
helped to improve the quality of teaching. Better planning, including the effective use of teaching
assistants, is impacting positively on the quality of learning in all classrooms.
- Performance management is used soundly to identify annual targets for all teachers and is helping to hold
teachers to account for the progress of pupils in their classes. The evaluation of teaching includes the
observation of lessons, the scrutiny of work and the analysis of pupils’ attainment. This provides leaders
with an accurate view of the impact of teaching over time.
- The curriculum is good. It is broad and balanced, providing well for pupils’ spiritual, moral, social and
cultural development. Pupils learn about a range of world religions and they are taught to respect people
from all faiths and cultures. They learn about what it means to live in Britain and older pupils have an
understanding of elections and voting. For example, one pupil compared the recent Scottish referendum
to the election of school councillors. There are strengths in the provision of after-school activities, which
are valued by pupils and their parents. The staff are in the process of adjusting the curriculum to reflect
recent changes in national guidance and have plans to change their approach to assessing and tracking
- The pupil premium funding is used to ensure that all pupils have equal access to all aspects of the
curriculum, including residential visits and to provide focussed support for individual pupils. Consequently,
a wide range of additional programmes, designed to help pupils who have additional needs, are in place
and are helping pupils to make good progress.
- Sports funding is being used well to provide sports coaches. Younger pupils were observed enjoying the
daily ‘wake-up and shake-up’ sessions and older pupils enjoy and understand the importance of exercise
and a healthy lifestyle. Pupils, parents and the local community appreciate the pupils’ involvement in the
community, such as their involvement in ‘Immingham in Bloom’.
- The work of middle leaders has improved since the last inspection. They are aware of the strengths of the
school and have clear plans in place, aimed at bringing about further improvement. However, a few are
relatively new into their roles and their skills at checking on the impact of planned improvements are still
- The governance of the school:
Over the last two years governors have improved their knowledge and understanding of how well the
school is doing, including the performance management of teachers. They are aware of where there are
strengths and where further improvement is needed. They have developed their understanding of the
school’s data. They are provided with a good range of information about the performance of the school.
This leaves them well placed to further challenge the work of the school, which they readily identify, is
an area which has scope to be extended.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They confirm that the good behaviour observed by inspectors around the
school and in lessons is typical. They are typically polite to one another and to visitors and move around
the school and outside areas in an orderly and good natured way.
- Pupils’ attitudes to learning are particularly positive and pupils are consistently keen to takle their work.
They concentrate well and persevere in lessons. Their good behaviour plays a significant contribution to
their good learning and progress.
- Attendance has improved and is broadly average. Appropriate systems are in place to promote and
monitor attendance and pupils arrive at school punctually and happy to begin the school day. Pupils
receive good-quality guidance and support from staff if they have any difficulties.
- Although a small number of parents indicate in their responses to the online survey that they have
concerns about the way the school tackles bullying, pupils who spoke to inspectors were adamant that
bullying was not a feature of the school.
- The oldest pupils understand the different types of bullying. For example, one commented that bullies
often pick on people who are different: not as clever; have different coloured skin; or different beliefs.
They were clear that if a pupil stated he wanted to become a girl he would be treated with respect.
- Serious incidents of mis-behaviour are rare and consequently the use of exclusion is rare.
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe and they have a good
understanding of how to keep themselves safe.
- Pupils say they feel listened to by all the staff. The school site is safe and secure; pupils know where they
are allowed to play safely.
- Appropriate risk assessments and policies are in place and all appropriate checks made on staff before
they are appointed. Pupils have an understanding of how to personally keep safe and use the internet
|The quality of teaching||is good|
- Teaching has improved since the last inspection, particularly in Key Stage 2, and achievement has risen as
a result. Teachers manage classes well. Their expectations of pupils’ behaviour are high, and pupils try
hard in lessons. Questioning is strong and teachers skilfully question pupils in lessons, to check on
- Reading is taught systematically across the school with the youngest pupils benefitting from regular
phonics lessons to teach them the relationship between letters and the sounds they represent. Pupils read
individually and in groups. They value the opportunity to borrow books from the school library.
- In mathematics lessons teachers explain ideas clearly, often using practical materials or the interactive
whiteboards effectively to clarify key points of learning. In one mathematics lesson, Year 1 pupils were
provided with work that was just at the right level for each group. So one group was telling the time to
the nearest hour, another group was telling the time using ‘half-past’ and a third group was working out
the time ‘an hour later’ and ‘an hour before’ the times on a clock face.
- Teachers plan activities that interest and engage pupils, as well as developing their skills and
understanding systematically. This means that pupils are enthusiastic about their work. Teachers develop
pupils’ social skills, and their speaking and listening abilities, very well.
- Assessments are regular and accurate and most teachers use assessment well to provide work that is
neither too easy nor too hard for different groups, so that pupils make good progress. However, in a small
number of cases this is not always evident. Consequently, the most able are not always challenged and
are sometimes allowed to ‘coast’ and are not always moved on to the harder work they are capable of.
Additionally, on some occasions, teachers’ expectations of the quantity and quality of pupils’ work are not
as high as they could be.
- The quality of the marking of pupils’ written work has improved but there remains a little variability in its
impact. All teachers acknowledge and praise what has been done well. In the best examples pupils are
given clear guidance for improving their next piece of work or directed to make improvements to the
current piece of work. However, this is not always apparent and comments are sometimes repeated on
more than one occasion without any evidence of improvement to the current or next piece of work.
|The achievement of pupils||is good|
- Achievement has improved since the last inspection, particularly at the end of Key Stage 2, because of
improvements to the quality of teaching and learning. Consequently, pupils make good progress.
- Across the school the achievement of the most able pupils sometimes varies. They make good progress
overall but, occasionally, the work set is not challenging enough for the most able. Consequently, their
achievement, while good, is not outstanding.
- Children usually enter the Reception class with attainment that is broadly typical for their age, but this
varies from year-to-year and between individuals. Last year’s intake, for example, had starting points that
were below typical levels and their progress over the year did not lead to them catching up rapidly.
Consequently, some pupils were not fully prepared for Year 1.
- Pupils are making good progress in phonics (how the letters in words represent different sounds) and
most are able to correctly use their skills to attempt to read unknown words.
- Results of national assessments at the end of Key Stage 1 have improved with more pupils reaching
average or above levels in reading, writing and mathematics. However, few reach the higher Level 3 in
reading and writing. Across the school progress and attainment in writing is not as strong as reading and
- In 2014, pupils’ attainment at the end of Year 6 was above average. Work in pupils’ books shows they
made good progress across the year in reading, writing and mathematics. The school’s own tracking
shows this year group made good progress last year and this is generally the case for other classes across
- By Year 6, pupils are competent, regular and keen readers, who display preferences for what they like to
read. They make good use of their writing skills, in particular, in a range of subjects.
- Disabled pupils and those with special educational needs make good progress in the light of their specific
difficulties and their starting points because of the extra help, tailored to their specific needs. This ensures
that they are able to make good gains in their knowledge and understanding across the school and most
reach similar standards to their peers by the time they leave the school.
- The very small number of disadvantaged pupils entitled to support from the pupil premium make good
progress and their attainment and progress is in line with their peers at the school and nationally. This
tends to be the case across the school. Good achievement of all groups reflects the school’s effective
promotion of equality of opportunity.
- The attainment of some class groups is sometimes adversely affected by the above-average proportions of
pupils who leave and join the school. Nevertheless, the progress made by pupils who have been at the
school for a long time, and those who have joined more recently, is good overall.
|The early years provision||requires improvement|
- Although there are some strengths, particularly in the care for children, this area of the school requires
improvement. The children who left the Reception class at the end of the last academic year were not well
prepared for the next stage of their education. Although the expectations of children are rising, and
despite some recent improvements, shortcomings remain.
- Children settle very quickly into school routines; parents are very pleased that their children are happy and
eager to come into school. Children are happy and know the expectations of behaviour. For example, they
readily share their toys, play well together and know how to tidy the classroom. Children use the inside
and outside learning areas appropriately.
- Progress overtime is variable. The newly recruited class teacher has made a positive start. The teaching of
phonics is secure and ensures that children learn about letters and the sounds they make so that they are
able to sound out unknown words. However, there are inconsistencies in the teaching of basic writing,
handwriting and mathematics. Consequently, by the time they move to their next class children have not
all securely learned to form letters and numbers accurately and many are unable to write their own names
accurately and with confidence.
- Although there is some provision for children to write by themselves and in small groups with adults,
opportunities for writing are underdeveloped both inside and outside. There are insufficient models of
correctly formed letters available to help children acquire the necessary skills quickly.
- Assessments are largely accurate and the new teacher has introduced a new approach to gathering,
recording and presenting information about what children know and can do. The effectiveness of this in
identifying children’s next steps and helping to plan lessons is showing some promise but it is very recent
and has not fully impacted on the progress children are making.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||117907|
|Local authority||North East Lincolnshire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||189|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 September 2012|
|Telephone number||01469 572584|
|Fax number||01469 578302|