Great Eccleston Copp CofE Primary School

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About Great Eccleston Copp CofE Primary School

Name Great Eccleston Copp CofE Primary School
Ofsted Inspections
Headteacher Mrs Andrea Loughran
Address Copp Lane, Great Eccleston, Preston, PR3 0ZN
Phone Number 01995670969
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 167
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Great Eccleston Copp are proud to live by the school's values. They are polite and respectful towards adults and each other. They are keen to take on responsibilities such as being Christian ambassadors, head pupils and prefects.

Pupils are happy at school.

Staff have high expectations of pupils' behaviour from the early years through to the end of Year 6. Pupils follow the school rules.

They walk sensibly around the building and settle to their work well.

Pupils work hard to meet the high expectations that leaders and staff have of their academic achievement and personal development. Most pupils, including those with special educational ne...eds and/or disabilities (SEND), achieve well in many subjects.

Pupils feel safe at school. Pupils are confident that leaders will deal with any worries that they have. Any rare incidents of bullying are dealt with well.

Pupils value the focus that leaders place on pupils' mental health. They understand the importance of a healthy diet and regular exercise.

Pupils value the enrichment opportunities on offer, such as gardening club and residential trips.

Pupils are proud of their achievements, such as their recent football success.

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

In recent years, leaders have redesigned the school's curriculum. They have clearly defined what they want pupils to learn and the order in which this knowledge is taught.

They make sure that there are opportunities for pupils to revisit previous knowledge to help pupils recall prior learning well. Leaders have also focused on developing pupils' subject-specific vocabulary so that pupils can explain their thinking clearly. Pupils achieve well.

In most subjects, teachers' checks on pupils' knowledge and understanding are effective. Teachers use this information well to identify and address any gaps or misconceptions that pupils may have before moving on to new content.

In a small number of subjects, some teachers do not devise activities that help pupils learn and remember the curriculum as intended.

In these subjects, some pupils do not learn as well as they could.

Children in the Nursery class get off to a positive start. They settle into school life well.

Children across the early years join in enthusiastically with the wide range of activities that help them to gain a secure foundation for their move into Year 1.

Most pupils learn to read accurately and fluently. All staff have had the training that they need to deliver the new phonics programme.

Children in the Nursery class are helped to appreciate sounds through songs, stories and rhymes. In the Reception class, children build on this strong start so that they quickly grasp the sounds that letters represent. However, some pupils who struggle to learn to read do not get the help and support that they need.

As a result, these pupils do not catch up with their peers as quickly as they should.

Leaders have established clear systems to identify pupils who may have additional needs. Teachers make appropriate adaptations to the delivery of the curriculum for these pupils.

Leaders ensure that pupils with SEND are included in all aspects of school life. These pupils achieve well.

Pupils are provided with a broad range of opportunities to learn about the diversity in modern Britain.

They understand the importance of everyone being treated equally. Pupils learn how their actions can make a positive difference to their school and their community. For example, pupils support food and clothing banks to help local families.

The school is calm and orderly. The children in the early years quickly learn the school rules and routines. They take turns and share equipment.

Pupils across the rest of the school listen carefully to their teachers. Pupils can get on with their work without interruption.

Governors are knowledgeable.

They are committed to the continued success of the school. They offer effective support and challenge to school leaders in equal measure. This has enabled leaders to improve the quality of education at the school.

Staff value leaders' approachability and consideration for their workload and well-being. Staff are proud to work at this school. Parents and carers hold the school in high regard.

They appreciate the care and opportunities provided for their children and their families.


The arrangements for safeguarding are effective.

Leaders and governors have created a strong culture of keeping pupils safe.

They make sure that all staff have received appropriate training and know that pupils' safety is a priority. Staff are vigilant. They understand how to report any concerns that a pupil may be at risk of harm.

Leaders follow up any concerns meticulously.

Pupils learn about different aspects of personal safety, including how to stay safe when working and playing online. They know that it is important to maintain a healthy lifestyle and to avoid harmful substances.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils who find learning to read difficult do not get the help and support that they need. This means that these pupils do not build their phonics knowledge as quickly as they should. Leaders should make sure that those struggling readers catch up quickly so they develop fluency and confidence as early as possible.

• In a small number of subjects, some teachers do not deliver the curriculum as intended. This means that some pupils do not learn as well as they could. Leaders should ensure that in these subjects, teachers devise lesson activities that enable pupils to build up their knowledge securely over time.

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