|Name||Coppice Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 April 2019|
|Address||Trinity Road, Four Oaks, Sutton Coldfield, West Midlands, B75 6TJ|
|Religious Character||Does Not Apply|
|Number of Pupils||419 (54% boys 46% girls)|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||6.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Coppice Primary School is larger than the average-sized primary school. The school shares its building with Langley Special School. Langley is managed by a different headteacher and inspected as a separate school. The school is part of the Learning Trust for Education, formed in 2013. This comprises seven local primary schools, whose leaders work collaboratively to enhance pupils’ learning and provide staff development across the schools in the trust. The proportion of pupils supported with an education, health and care plan and those who receive SEN support is below the national average. A much smaller than average proportion of pupils are known to be eligible for the pupil premium. Most pupils are White British. The remainder of pupils are from a wide range of minority ethnic backgrounds. The school does not have a religious ethos.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have established a vibrant school community where pupils achieve well. They develop into responsible, considerate individuals with a thirst for learning. Leaders continually evaluate how well the school is doing. Where things need improving, they take prompt action. This leads to positive change that is beneficial to the pupils’ personal and academic development. Governors make a strong contribution to the ongoing improvement of the school. They support and challenge leaders appropriately. The quality of teaching is good. Teachers plan and deliver thought-provoking learning opportunities that are usually carefully matched to pupils’ needs. Pupils typically make good progress over time. However, the progress of pupils with special educational needs and/or disabilities (SEND) is more chequered because sometimes teachers do not tailor tasks carefully enough to ensure the most effective learning. Most pupils attain at least age-related standards in reading, writing and mathematics by the end of key stage 2. They are well prepared for the next stage of their education by the time they leave primary school. Pupils’ behaviour is exemplary. They live up to teachers’ high expectations. Pupils’ excellent levels of attendance are a strong indication of how much they enjoy coming to school. Leaders’ work to promote pupils’ personal development is second to none. As a result, pupils are confident, resilient and proud of their personal achievements. While safeguarding arrangements are effective and pupils are safe, management oversight has not been as thorough as it should have been. This has meant that leaders have not, in isolated cases, responded with sufficient urgency to concerns raised. Pupils’ benefit from a rich, broad and balanced curriculum. However, in a few topic subjects, including history and geography, not all pupils are challenged to extend their learning fully. Children get off to a flying start in the Reception classes, as a result of outstanding provision. Children make really strong progress because of exceptional teaching. Parents and carers hold the school in high regard. They appreciate the work of teachers and the extra-curricular activities, that their children benefit from.