Coopersale and Theydon Garnon Church of England Voluntary Controlled Primary School

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About Coopersale and Theydon Garnon Church of England Voluntary Controlled Primary School

Name Coopersale and Theydon Garnon Church of England Voluntary Controlled Primary School
Ofsted Inspections
Headteacher Mr Dale Bateman
Address Brickfield Road, Coopersale Common, Epping, CM16 7QX
Phone Number 01992574890
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 190
Local Authority Essex
Highlights from Latest Inspection


Coopersale and Theydon Garnon Church of England Voluntary Controlled Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy and enjoy their learning. In the early years, children settle quickly. They grow in confidence to ask questions and 'have a go'.

They become increasingly independent. As pupils get older, they share ideas confidently and help each other. They respond well to the high expectation of teachers.

They persevere with tasks, on their own and in groups. They develop mature, positive attitudes to learning.

Pupils say that learning is fun.

They enjoy the trips, visits and events which link to thei...r learning. Pupils proudly represent the school in sporting tournaments.

Regular discussions help pupils to develop tolerance and respect for others.

They value the importance of being good citizens. Pupils raise money for charity and collect items for the local food bank. They work with the local community and enjoy their close links to the local church.

The choir proudly sings at local community and church events.

Pupils feel safe and are safe. They appreciate the principles of 'harmony and safety' which underpin the school rules and relationships.

At breaktimes, pupils of all ages mix happily together. Older pupils act as sports leaders, organising games that everyone can join in. Bullying happens rarely.

Pupils are confident that teachers will stop any unkind behaviour quickly.

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

In most subjects, leaders have put in place a well-thought-out curriculum. This enables pupils to develop their learning in small steps.

In these subjects, teachers have the expertise to put these plans in place well. Teachers introduce new ideas and vocabulary clearly. They check pupils' understanding before moving on.

They provide more practice and extra help for individuals and groups who need it. Learning is made memorable with regular recaps, practical activities, visits and visitors. In these subjects, pupils can explain how they use what they already know to tackle new ideas and tricky tasks.

In a few subjects, leaders' curriculum planning is less well developed. The most important content has not been clearly set out. Pupils learn new facts but are not helped to make links to what they have learned before or apply their learning to more complex tasks in these subjects.

The reading curriculum sets out what children need to know from the early years through to Year 6. In Reception, children are attentive and eager to use the sounds and words they learn. Pupils in Years 1 and 2 receive books to read that are closely matched to the sounds they are learning.

Pupils who need extra help with phonics get regular support from well-trained adults.

As reading skills develop, older pupils are introduced to a range of ambitious authors by their teachers. They discuss these texts with their peers in lessons and enjoy listening to their teachers read aloud regularly.

Older pupils read well and with enthusiasm. Pupils enjoy learning new vocabulary and use this correctly to discuss ideas. This helps them to explain their thinking clearly.

Pupils with special educational needs and/or disabilities (SEND) engage fully in the school community. Teachers adjust tasks and provide extra equipment in lessons so that pupils with SEND, including children in the early years, get the help they need to access the same curriculum as their classmates. Where pupils need extra help to meet their specific needs, this is provided in a timely and effective way.

Pupils behave sensibly in lessons from the early years. Teachers are quick to help pupils who need to refocus on their learning. Pupils value their calm and focused lessons.

Older pupils understand what bullying is and say it happens very rarely. Some younger pupils have a less well-developed understanding of the difference between bullying and occasional unkind incidents. Pupils throughout the school say that teachers will listen to them if they have a concern and help to resolve it.

Staff are proud to be part of the team here. They feel that leaders consider their views and well-being when making decisions. Staff feel supported by school leaders to manage behaviour and improve their skills.

Teachers appreciate the ongoing training to enable them to teach well.

Governors and leaders have a good understanding of what is working well and what needs to improve. Leaders' review of the additional support that is provided to pupils is reviewed regularly.

However, leaders are not always precise or timely in identifying how this provision could be improved or adjusted.


The arrangements for safeguarding are effective.

Pupils learn to stay safe, including online, and to be vigilant with road safety.

Systems are in place across the school to enable pupils to share any concerns with their teachers. Pupils are confident in these systems.

Staff are well trained to identify and report any signs that pupils need help or are at risk.

Leaders take appropriate actions to keep pupils safe in school. They follow safer recruitment practices and seek advice when needed. Leaders act promptly to secure extra help for pupils and their families.

They work well with external services.

Governors take their statutory responsibilities for safeguarding seriously and check school systems regularly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not identified precisely enough the most important learning and how this develops across the school.

In these subjects, pupils are not consistently able to make links within and across their learning. Leaders should ensure that they clearly identify and set out the knowledge to be learned and that staff have the expertise to develop this across the school. ? Leaders are developing systems to monitor the quality of additional support and intervention.

While these systems are developing, leaders are not always aware promptly enough how well provision is meeting the needs of pupils. Leaders should ensure that systems are consistently in place to monitor and evaluate the effectiveness of support and to adjust this rapidly when necessary.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in February 2017.

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