Coteford Infant School

Coteford Infant School continues to demonstrate good performance, with pupils expressing enthusiasm for attending school and benefitting from well-maintained facilities. The staff uphold high expectations, fostering a safe and inclusive environment where pupils are encouraged to excel both academically and socially. The effective implementation of early reading programs has contributed to pupils' love of literacy, while leaders and educators collaborate to ensure a comprehensive curriculum that addresses gaps in learning post-pandemic. Nonetheless, there are areas for improvement related to the clarity of curriculum content in certain subjects and the methods used to enhance pupil understanding and retention of key concepts.

Strengths

• Pupils enjoy a rich array of library resources and outdoor facilities.
• High expectations held by school leaders and staff.
• Effective teaching of early reading and phonics.
• Strong support and inclusion for pupils with special educational needs.
• Positive behavioral culture among pupils.
• Engaging extracurricular activities leading to high participation.
• Effective safeguarding measures in place.

Areas for Improvement

• Some subjects lack clear identification of key knowledge, impacting long-term retention.
• Teaching sometimes overwhelms pupils with information, hindering understanding.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Coteford Infant School attended 93.1% of sessions (the national figure for primary schools was 94.8%). 24.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.9% of pupils at Coteford Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Coteford Infant School had 17.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 17.7% of pupils at Coteford Infant School were on SEN support (nationally 15.4%) and 6.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Coteford Infant School received £11,157 and spent £11,280 for each of its 174 pupils. It ended the year with a deficit of £200,000 (-£1,150 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Hillingdon · Hillingdon local authority: places and applications

What is Coteford Infant School's Ofsted rating?

The latest Ofsted rating for Coteford Infant School is Good, from an inspection in June 2022.

When was Coteford Infant School last inspected by Ofsted?

Coteford Infant School was last inspected in June 2022.

How many pupils does Coteford Infant School have?

Coteford Infant School has 175 pupils on roll.

What age range does Coteford Infant School cover?

Coteford Infant School for pupils aged 3 to 7.

Where is Coteford Infant School?

Coteford Infant School is at Fore Street, Eastcote, Pinner, HA5 2HX.