|Name||William Cobbett Primary School|
|Address||Weybourne Road, Farnham, GU9 9ER|
|Religious Character||Does Not Apply|
|Number of Pupils||484 (51.2% boys 48.8% girls)|
|Number of Pupils per Teacher||19.7|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||7.0%|
|Pupils with SEN Support||11.2%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is larger than the average-sized primary school. Most pupils are from White British backgrounds.
The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils supported by the pupil premium is below the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average.
The school incorporates the Woodland Centre, a specially resourced provision for up to 30 pupils who have autism spectrum disorder. There is a breakfast and after-school club that is managed by the school. The school met the government’s floor standards in 2017, which are the minimum expectations for standards and progress for pupils in Year 6.
This is the first inspection since the school was formed by the amalgamation of other schools in 2015.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteacher have successfully united the school, following the amalgamation in 2015. Their ambitious vision for success is steering continuous improvements in the curriculum, teaching and pupils’ outcomes The personal development and welfare of pupils are outstanding.
Pupils are very well cared for. They develop exceptionally positive attitudes towards each other. This is a happy and friendly school.
Teachers’ secure subject knowledge and skilful questioning enable pupils to make good progress across a wide range of subjects. However, the most able pupils do not reliably achieve the standards that they are capable of, particularly in writing. Pupils who have special educational needs (SEN) and/or disabilities make strong progress in their learning.
This is a result of the carefully tailored support they receive. This includes pupils attending the Woodland Centre (specially resourced provision for pupils who have autism spectrum disorder). Pupils behave well in and around the school.
They are polite to their teachers, courteous to visitors and considerate to each other. Pupils’ spiritual, moral, social and cultural development is strong. Pupils relish the many opportunities they have to extend their interests through a varied programme of clubs and activities.
The carefully designed curriculum motivates pupils to develop their knowledge and skills across a broad range of subjects. Pupils enjoy the exciting visits and activities that enrich their learning. Governors are rightly proud of the school and have an accurate understanding of the school’s strengths and weaknesses.
Governors visit the school regularly. However, they do not reliably share the findings of their visits with each other, to sharpen their joint challenge and support to leaders. Across the school, disadvantaged pupils make good progress from their typically low starting points.
However, their progress is not yet fast enough to enable them to catch up with others. Children in the early years get a good start to their education because they are taught well. Parents appreciate the support their children receive.