Coit Primary School

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About Coit Primary School

Name Coit Primary School
Ofsted Inspections
Headteacher Mrs Joanne Eagleton
Address Park Avenue, Chapeltown, Sheffield, S35 1WH
Phone Number 01142468710
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 207
Local Authority Sheffield
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this school. There is a strong sense of community.

Visitors are warmly welcomed. Pupils are proud of their school. Relationships between staff and pupils are supportive and caring.

The school is a safe place for pupils and staff. Pupils play well together. Pupils understand the importance of kindness and mutual respect.

Pupils' behaviour is exemplary.

The school has high expectations and aspirations for all children, including pupils with special educational needs and/or disabilities (SEND). The planned curriculum matches these ambitions.

Pupils rise to the high standards set by the school.Parents and carers are very positiv...e about the school. They recognise the caring ethos staff have for their children.

One parent described the school as 'being a listening school'.

Pupils' attitudes to learning are exceptional. Pupils benefit from an extensive range of very high-quality personal development opportunities.

For example, singing has a high profile across the school. Pupils gain performance skills and grow in confidence. Pupils take on leadership roles.

The school encourages pupils to become 'champions of change'. Pupils learn how to contribute to decisions about their school. Pupils relish the fact that the school takes their views into account.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious, exciting and engaging. In all subjects, the long- and medium-term plans are well structured. The early years curriculum prepares children extremely well for what they will learn in key stage 1.

In most subjects, key learning is carefully matched to the work pupils do in lessons. In these subjects, pupils build on what they know securely. When this happens, pupils confidently connect what they have learned in one subject to another.

However, in a small number of subjects, the implementation of the planned learning is not as effective as it needs to be.

The school ensures that every child becomes a reader. The focus on reading starts in the early years.

Children in the early years enjoy daily story time. Children share books with each other in the classroom. Older pupils talk with enthusiasm about the texts they are reading in class.

Pupils benefit from well-structured phonics lessons. Staff deliver phonics very effectively. The school ensures that pupils read books that are accurately matched to the letter sounds and words that pupils know.

Pupils quickly become fluent and confident readers. Reading areas in classrooms are well used. Pupils enjoy choosing their own reading material.

The school has effective systems in place to check what pupils know and can do. When needed, pupils get the help they need to catch up. Pupils with SEND are well supported.

The school adapts the curriculum to match pupils' needs. Pupils with SEND learn and achieve alongside their peers. The school ensures that pupils get the additional support they need.

This includes extra help in lessons and support for pupils' emotional well-being. The school rightly celebrates the progress pupils with SEND make.

Behaviour across school is exceptional.

This grows from the early years, where children learn to work well together. Staff apply the school's behaviour expectations and routines consistently. The school helps pupils understand, and manage, their emotions.

Pupils have very positive attitudes towards their learning. School attendance is high.

The school has an exceptional personal development offer for pupils.

The support for pupils' personal development builds up steadily from the early years. Pupils learn the importance of being well-rounded individuals. Pupils are active citizens in school life.

Some pupils, for example, are the school's 'eco-warriors', with responsibilities including helping with recycling in school. Other pupils play a part in the school's well-being initiatives. Pupils recognise the importance these roles have in school.

Pupils contribute purposefully to many charities. These include the local food banks and children's charities. Pupils describe their work as making them feel 'valued and liberated'.

Pupils recognise that everyone has the right to be treated equally. Pupils learn about fundamental British values. The school has a clear careers programme.

Pupils link what they learn about careers to local industries. The school listens carefully to pupils' views. The school's extra-curricular clubs reflect pupils' interests.

Governors provide effective support and challenge to the school. They share the school's motivation and drive for excellence. There is a strong focus on developing teachers' subject knowledge.

Leaders are considerate of staff well-being and workload. Staff are proud to work at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the ambitious intent of the curriculum is not consistently implemented. This is limiting pupils' understanding of the key knowledge in these subjects and affecting pupils' ability to connect what they have learned to what they are going to learn. The school must ensure that the expectation and intent of all areas of the curriculum are implemented effectively and consistently so that pupils' understanding of key concepts and skills is equally strong across all subjects.

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