Copthorne Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Copthorne Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry school comparisons and much more. Below is some useful summary information regarding Copthorne Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Copthorne Primary School on our interactive map.

About Copthorne Primary School

Name Copthorne Primary School
Ofsted Inspections
Headteacher Miss Stephanie Ngenda
Address All Saints’ Road, Bradford, BD7 3AY
Phone Number 01274501460
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 536 (47.2% boys 52.8% girls)
Number of Pupils per Teacher 21.0
Academy Sponsor Exceed Academies Trust
Local Authority Bradford
Highlights from Latest Inspection

What is it like to attend this school? '

No limits on learning' portrays the very essence of this vibrant and inclusive school.

Leaders, staff and pupils relentlessly strive for the very best in all they do. There are no limits on what pupils can achieve, both academically and personally. Leaders have exceptionally high expectations of staff to develop and nurture pupils' skills, talents and interests.

As a result, pupils value their time in school and are engrossed in their learning. One child said he was 'drawn to school like it is home from home'.

Pupils love coming to school.

The calm and purposeful atmosphere enables them to learn well. Pupils benefit from a consistently high standard... of education across the curriculum. They greatly appreciate the wide range of extra-curricular clubs and enrichment activities available to them.

They are proud of their achievements. One child said, 'the more I try, the better I become'. Pupils thrive across the curriculum.

Without exception, pupils say that they feel safe in school. They know that adults in school care for them. Staff have high expectations of pupils' behaviour.

Pupils have a secure understanding of what good behaviour looks like. They say, and school records show, that bullying is extremely rare. Pupils believe that adults will help them should any form of bullying or discrimination occur.

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

Leaders are passionate and united in their expectations for pupils' achievement. They strive for the very best in all they do. They are ambitious in their desire to develop the most effective teaching practices in school.

Staff have worked together to create a curriculum that has children at its heart. Detailed planning is the starting point for the high quality of learning that exists across the school. Curriculum plans start in early years.

These are then matched closely to the content of the national curriculum. Leaders have thought carefully about what they want pupils to know and the order in which crucial content should be taught. This ensures that pupils learn exactly what they need to.

As a result, strong progression in pupils' skills, knowledge and understanding is secure. By the time pupils leave Year 6, they achieve highly across the curriculum.

Leaders have ensured that the ambitious curriculum extends to all learners and meets individual pupils' needs.

This includes disadvantaged pupils. Learning activities for pupils with special educational needs and/or disabilities (SEND) are carefully considered. Leaders know these pupils well.

They ensure that focused support and intervention enable pupils to be fully included in all areas of the curriculum. Pupils with SEND contribute to all areas of school life.

Leaders have placed a high priority on the development of reading.

This starts as soon as the two-year-olds enter school. A high priority is placed on developing early language and extending children's vocabulary. The explicit teaching of phonics starts as soon as children join the Reception class.

The clear structure and sequence of learning enable children to learn how to decode words. They then build on their learning to develop fluency and comprehension. The books children read are carefully matched to the sounds they know.

Those who struggle with their reading are given time and support to enable them to keep up. Pupils talk passionately about their reading. They speak with confidence about the texts they have read and how this links with their learning across the curriculum.

Teachers have high expectations for pupils and actively encourage reading at home. Pupils speak excitedly about the school's 'Raving Readers' approach to developing their reading. They appreciate opportunities to achieve rewards for their reading activities.

Reading ambassadors actively promote reading with their peers. All pupils visit the school's well-stocked library once a week. This further promotes a love of reading across the school.

Behaviour throughout the school is exemplary. Learning is not disrupted by poor behaviour. Any minor distractions are addressed quickly, kindly and respectfully.

Visits to lessons showed pupils highly engaged and motivated.

There are many and varied opportunities to promote pupils' personal development. These include developing character, an understanding of life in modern Britain and self-responsibility.

The ethos of the school ensures that pupils have a strong understanding of what is right and wrong. There is a wide range of extra-curricular clubs on offer. These are available to all pupils.

Opportunities exist for pupils to take on roles of responsibility. These include school councillors and challenge ambassadors. The 'Talk It Out' team is well trained to support other pupils facing challenges.

Leaders have introduced a workload reduction group to promote staff well-being and address workload. Staff value this. They feel well supported by leaders and believe that 'leaders really care'.


The arrangements for safeguarding are effective.

Safeguarding systems are robust. Leaders have established a strong safeguarding culture and adopt the mindset of 'it could happen here'.

All staff and governors are aware of their statutory duty to keep children safe. Regular bite-size training covers a range of topics such as the 'Prevent' duty and online safety. This training helps staff know about the risks pupils may face.

Staff are aware of the procedures to follow should they have concerns about a child or an adult. They know that leaders will act quickly to address their concerns. Through the curriculum, pupils learn about risks both off- and online.