Cookham Rise Primary School

Cookham Rise Primary School is a smaller-than-average primary school in a low-deprivation area, with lower-than-average proportions of disadvantaged pupils and pupils with SEND. Safeguarding standards are met. The school is highly inclusive and has a calm, welcoming culture; pupils feel safe, behave very well, attend regularly, and benefit from strong pastoral care and a wide range of enrichment opportunities. Attendance is high and persistent absence is low, including for disadvantaged pupils, and pupils with SEND are well supported to learn alongside their peers. Leaders have created a broad, ambitious curriculum that is carefully sequenced, and reading and mathematics outcomes are above national averages. Phonics is taught effectively, and pupils generally build knowledge well over time. Personal development is a notable strength, with pupils developing confidence, resilience and a strong understanding of safety, relationships and British values. Parents and staff speak highly of the school, and governors provide effective support and challenge. However, some pupils, particularly disadvantaged pupils, do not achieve as well as they could, especially in writing. Teachers do not always address misconceptions quickly enough or use assessment consistently to move learning forward, and handwriting and letter formation are not taught consistently. In early years, continuous provision and adult questioning do not always build precisely on children’s identified gaps. Leaders have identified these priorities and are taking action, but the impact on outcomes for disadvantaged pupils is not yet consistently evident.

Strengths

• Safeguarding standards are met.
• Pupils attend school regularly and attendance is high and improving.
• Persistent absence is low and has reduced, including for disadvantaged pupils.
• Pupils’ behaviour is very positive, with calm and orderly classrooms.
• Pupils report that bullying is rare and dealt with effectively.
• The school is highly inclusive and pupils are valued and supported.
• Pupils with SEND receive effective support and make progress from their starting points.
• Leaders work closely with parents and pupils when planning and reviewing SEND support.
• Vulnerable pupils benefit from clear plans and constructive work with external agencies.
• The pupil premium strategy removes barriers and widens opportunities for disadvantaged pupils.
• Personal development is central to the school’s work and the programme is carefully considered.
• Pupils develop strong knowledge of safety, healthy relationships, equality and British values.
• A wide range of visits, clubs and leadership roles enriches learning and broadens horizons.
• Pastoral provision is a notable feature and pupils feel safe, valued and included.
• Pupils leave as confident, responsible young people well prepared for life in modern Britain.
• Outcomes in reading and mathematics are above national averages.
• Phonics is taught effectively and most pupils become fluent, confident readers.
• Pupils build knowledge over time and use subject vocabulary confidently.
• The curriculum is broad, ambitious and carefully sequenced.
• Teachers demonstrate secure subject knowledge and explain new learning clearly.
• Early years children are happy, settled and benefit from warm, nurturing relationships.
• Leaders are passionate and have a clear understanding of strengths and areas for development.
• Staff value professional learning, and leaders support workload and wellbeing.
• Parents are highly positive and almost all would recommend the school.
• Governors know the school well and fulfil their statutory duties.

Areas for Improvement

• Disadvantaged pupils do not achieve as well as others over time, particularly in writing.
• Disadvantaged pupils’ combined reading, writing and mathematics outcomes are below national averages.
• Teachers do not consistently address handwriting and letter formation.
• Teachers do not always identify and address misconceptions quickly enough.
• Assessment is not used consistently to deepen understanding and move learning forward.
• In early years, continuous provision does not always build precisely on identified gaps in learning.
• Adults do not always extend children’s thinking through skilful questioning.
• Some opportunities to maximise learning during child-initiated activities are missed.
• The impact of leaders’ actions on outcomes for disadvantaged pupils is not yet consistently evident.
• Some pupils do not build knowledge and skills as securely as they could.

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 Cookham Rise Primary School attended 97.0% of sessions (the national figure for primary schools was 94.8%). 2.2% 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, 1.0% of pupils at Cookham Rise Primary 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 Cookham Rise Primary School had 22.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.2% 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, 6.3% of pupils at Cookham Rise Primary School were on SEN support (nationally 15.4%) and 2.9% 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 Cookham Rise Primary School received £7,018 and spent £7,032 for each of its 207 pupils. It ended the year with reserves of £153,000 (£737 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 Maidenhead · Windsor and Maidenhead local authority: places and applications

What is Cookham Rise Primary School's Ofsted rating?

The latest Ofsted rating for Cookham Rise Primary School is Expected standard, from an inspection in September 2026.

When was Cookham Rise Primary School last inspected by Ofsted?

Cookham Rise Primary School was last inspected in September 2026.

How many pupils does Cookham Rise Primary School have?

Cookham Rise Primary School has 207 pupils on roll.

What age range does Cookham Rise Primary School cover?

Cookham Rise Primary School for pupils aged 4 to 11.

What are Cookham Rise Primary School's SATs (KS2) results?

In 2025, 67% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Cookham Rise Primary School?

Cookham Rise Primary School is at High Road, Cookham Rise, Maidenhead, Berkshire, SL6 9JF.