Coppice Primary School

Coppice Primary School Inspection report

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Unique Reference Number 112563 Local Authority Derbyshire Inspection number 357127 Inspection dates 13–14 December 2010 Reporting inspector Angela Kirk

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 250 Appropriate authority The governing body Chair Lesley Hatton Headteacher Jane Bowley (Acting Headteacher) Date of previous school inspection 26 January 2010 School address Roper Avenue Heanor DE75 7BZ Telephone number 01773 712840 Fax number 01773 712840 Email address info@coppice.derbyshire.sch.uk

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Age group 3–11 Inspection dates 13–14 December 2010 Inspection number 357127 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. Sixteen lessons were observed, taught by eight teachers. Meetings were held with staff, groups of pupils, a representative of the local authority and a member of the governing body. Inspectors observed the school's work, and scrutinised pupils' books, monitoring and assessment information, the minutes of meetings, policies, safeguarding documents, behaviour records and teachers' planning. Inspectors analysed questionnaires from staff and pupils as well as 64 questionnaires from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The quality of safeguarding arrangements.  How effectively the school deals with behaviour.  Whether there is improved progress in writing and sufficient opportunities to develop pupils' writing skills in other subjects.  Why pupils made slower progress and attained less well at the end of Key Stage 2 in

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Introduction

the last two years and if the trend is set to continue.  How effectively the school identifies and supports pupils with special educational needs and/or disabilities.

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Information about the school

When Coppice Primary was inspected in January 2010, it was judged to require significant improvement and given a notice to improve in relation to procedures for implementing government requirements for safeguarding pupils. It is an average sized school drawing its pupils from an urban area. The majority of pupils are White British with very few from minority ethnic backgrounds. The proportion of pupils with special educational needs and/or disabilities is above average. Most of these pupils have a specific or moderate learning difficulty. The proportion of pupils eligible for free school meals is average. There is a breakfast club managed by the governing body. Children in the Early Years Foundation Stage start at the school part-time in the Nursery and move to the Reception class. The Nursery class is situated in the Children's Centre which is on the same site as the school and is managed by the local authority. Since

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Information about the school

January 2010, the deputy headteacher has taken on the role of acting headteacher. A new headteacher has been appointed for May 2011. The school holds the Healthy Schools award and the Foundation International award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

In accordance with section 13(5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement. Coppice Primary provides a satisfactory education for its pupils. It has made good progress in addressing the areas for development in safeguarding identified by the previous inspection and satisfactory progress in addressing the improvement of writing for the more able pupils. Attainment has been falling over the past two years but the decline is being addressed. The new senior management team has put in place an effective system for improving teaching and evaluating progress from which the school can develop further. Children make a positive start to their schooling in the Early Years Foundation Stage where teaching and welfare are good, resulting in children's good progress and enjoyment of school. By the time pupils leave the school, their attainment is average. Reading, a

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Main findings

strength throughout the school, is above average due to the good teaching of reading skills and the effective monitoring and evaluation of pupils' progress. However, there has been some lower attainment in mathematics and writing in recent years. Overall, pupils make satisfactory progress. The school has used a system of boosting pupils' progress in Year 6 to increase attainment, but leaders now realise that there has been variability of progression in writing and mathematics throughout Key Stages 1 and 2, although this is lessening. Some teaching is good, but in other lessons where teaching is only satisfactory, teachers do not always cater for the full range of abilities. For example, lessons were observed where more able pupils were either simply given more work of an average level or were expected to achieve a higher standard without additional teaching to support their understanding. Some effective systems are in place to support pupils' understanding of

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Main findings

how well they are doing in their work and what they need to do to improve, but there are inconsistencies between subjects and teachers which weakens the impact of these initiatives. Good systems of support, especially for vulnerable pupils, are in place. As a result, pupils feel safe and are well cared for by all staff. All subjects are securely taught in the broad curriculum. Since the previous inspection, a system of distributed leadership and management has been established and leaders have grown in strength and confidence. The acting headteacher has successfully established a good esprit de corps in the school, where all staff are working towards the same goals. She has also introduced a system for tracking pupils' attainment and progress, which is focusing everyone's attention (including the members of the governing body) on understanding what needs to be improved. However, this system is not yet sophisticated enough to support the leaders in their more detailed

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Main findings

evaluations. There is room for even more improvement, as senior leaders' evaluations of

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

the school's work show; self evaluation is accurate. The school's capacity to sustain improvement is satisfactory because the impact of strategies to improve the quality of provision has yet to be reflected in the outcomes for pupils. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Raise attainment and improve the progress of pupils in writing and mathematics by focusing on the progression of key skills that will ensure all pupils reach expected targets at the end of each year.  Increase the proportion of good or better teaching by: disseminating and embedding best practice ensuring that each pupil has work at the correct level and that the skills for the more able pupils are taught effectively improving the quality and consistency of feedback to pupils so that they know their strengths and the next steps for learning.  Improve the analysis of assessment and tracking so that managers can use this information to support their monitoring and evaluation.

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Outcomes for individuals and groups of pupils 3

Pupils' achievement is satisfactory. Children enter the Nursery with skills that are below those expected overall. Provision in the Early Years Foundation Stage is good, so pupils make rapid strides in their learning. Assessments in 2010 showed that attainment in reading was better than in writing and mathematics. Inspection evidence indicates that the current Year 6 pupils show a similar pattern. There is some evidence of accelerated progress in writing and mathematics, but it is not yet consistent throughout the school. For example, pupils in a Year 2 mathematics lesson made good progress because the teacher ensured that questions were just at the right level for each pupil. She also engaged pupils effectively by making learning fun through amusing limericks which she had adapted to involve number-solving problems. Pupils in a Year 3 lesson made good progress in writing their story opening because they

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Outcomes for individuals and groups of pupils 3

had the 'criteria for success' to help them structure their writing to contain the key elements required. They also used this list to evaluate their partner's work and write for them an area to improve. The pupils were familiar with using this system and enjoyed discussing their work with their partner. The school teaches reading in a very structured way and all the younger children and those older ones with special educational needs and/or disabilities are taught in a group that exactly meets their level of reading. Teachers and teaching assistants are skilled and confident in leading these sessions and when pupils make good progress they are able to move to a higher group, thus ensuring their continued good achievement in reading. Pupils with special educational needs and/ or disabilities make satisfactory progress across the range of subjects; where there is tailored individual support, their progress is often good for short periods.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Pupils enjoy school and have positive attitudes to learning. They relate well to each other and to staff, and most are responsive in lessons. The behaviour of pupils in lessons is generally good, but at play and when not directly supervised some can be disrespectful and too slow to follow the rules. The school has put a new behaviour system in place which has been effective in eliminating fixed term exclusions, but the school has yet to benefit fully from this work. Observations of pupils at lunchtimes and discussions with pupils and staff shows that many are still not making the best choices for healthy meals, despite much work from the school. Pupils' spiritual development and their awareness of the diversity of cultures in Great Britain remain satisfactory, although the school has extended the opportunities to extend the multicultural experiences in the curriculum through visits and activities. Pupils' attendance is now starting to improve following

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

effective initiatives, such as first day calling to parents or carers for any pupil not in school.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching has some strengths. Classroom routines are firmly established and most teachers manage behaviour well, although a few allow the use of rewards to manage good behaviour to interrupt and slow the pace of their teaching. Teachers' questioning is too often insufficiently open-ended to engage pupils in discussions and enable them to develop their skills in speaking and listening. Opportunities are sometimes missed to teach

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

the more able pupils the skills that they need to achieve higher standards in their writing and problem-solving or to ensure that work set is challenging pupils at just the right level. Teaching assistants are well briefed and support individuals and groups of pupils well. The curriculum is enriched well by a programme of out-of-school activities and the school has had particular success with its sports teams. Music is also a strength with violin or clarinet tuition provided for two years for all pupils. The school's work within the curriculum on railway, road and swimming safety has ensured that pupils' understanding of safety is promoted well. Opportunities for extended writing across its curriculum have been developed, but this work has yet to have a significant impact on the standards of pupils' writing. Systems of support for pupils and their families are very good and the school successfully helps parents and carers to access outside help when needed. There are strong elements

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

of pastoral care and additional advice is sought from medical and other educational professionals in order to help write individual programmes, where required. There are improvements in the progress of some pupils, especially among those who would be considered vulnerable, indicating the good care, guidance and support at this school. Identification of pupils with special educational needs and/or disabilities is robust and the support that these pupils receive has been particularly effective in improving their reading skills. The breakfast club provides a good standard of care for pupils, together with a healthy breakfast, a positive social environment and a wide range of games and activities. It meets all statutory requirements.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Leaders have the necessary ambition to drive the school forward. They have started to implement good action plans to address the weaknesses in the school, but these have yet to have a significant impact on the quality of teaching and on pupils' achievement. The governing body is satisfactory in its effectiveness. It has started to undertake the training that will enable it to be more effective in its monitoring and evaluation role with senior leaders and to more effectively hold the school to account for its performance. Safeguarding procedures are robust and the governing body now plays a role in monitoring the effectiveness of these. Parents and carers are happy with the way their children are kept safe at school. The school engages well with parents and carers. Their feedback indicates that the school has organised enjoyable and informative sessions for parents and carers to work alongside their child, for example on a technology evening and during reading lessons. The school

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

has strong links with outside support agencies which help it to support effectively the well- being of pupils, together with their parents and carers. Relationships with a range of local groups have been developed and the school is starting to work more closely with groups on a national and international level. However, some of these aspects have not yet got far beyond the planning stage and, therefore, community cohesion is satisfactory. The school has recently started to evaluate the performance of the groups of pupils that it serves and there is some improvement, for example in the targeted support for pupils with special educational needs and/or disabilities. The school has also ensured that its management of incidents and complaints is effective in reducing incidents of unacceptable behaviour.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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3

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children enter the Nursery with a range of skills and knowledge, but a greater proportion than is found nationally are below expected levels in their personal and social development, and in their communication and language development. By the end of the Early Years Foundation Stage, children have achieved average levels in all areas because teaching and learning are good. The teaching of letters and sounds is well structured and children are provided with a well-balanced curriculum which stimulates their interests and enables them to become active and curious learners. Routines are well established and children have many opportunities for taking on responsibilities, such as giving out the daily fruit. Planning is good and suitably adapted to suit the abilities of the children. Specific learning is well identified, together with a varied range of activities. Good safeguarding arrangements ensure that children's welfare needs are fully met.

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Early Years Foundation Stage

Pastoral care is good and induction arrangements support children and their parents and carers effectively. Leadership and management are good and the leader, who is new to the role, has ensured that systems are evaluated and that all areas of learning are

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

monitored. Outcomes are good rather than outstanding because children make better progress in the Nursery than in Reception. Furthermore, opportunities to further develop children's speaking and listening skills have yet to be integrated into the curriculum.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Although most of the responses to inspectors were positive, there were two main concerns from parents and carers. The first of these is a concern about the behaviour of some pupils. The inspection found pupils' behaviour to be satisfactory. The second is a concern about the leadership and management of the school in dealing with some specific incidents between parents and pupils. Inspectors reviewed the records for these incidents and judge that the school has dealt appropriately with the incidents that occurred in school. The school has given appropriate advice to parents and carers on how other organisations could help to resolve other incidents.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Coppice Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 64 completed questionnaires by the end of the on-site inspection. In total, there are 250 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 33 52 30 47 0 0 1 2 The school keeps my child safe 35 55 25 39 3 5 1 2

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Total % Total % Total % Total %

My school informs me about my child's progress 20 31 39 61 3 5 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 28 44 33 52 3 5 0 0

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Total % Total % Total % Total %

The teaching is good at this school 28 44 35 55 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 24 38 38 59 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 44 33 52 3 5 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 25 39 36 56 2 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 26 41 32 50 5 8 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 22 34 25 39 8 13 4 6

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 21 33 35 55 5 8 3 5

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Total % Total % Total % Total %

The school is led and managed effectively 23 36 29 45 6 9 5 8

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 32 50 27 42 3 5 2 3

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Coppice Primary School, Heanor, DE75 7BZ

Thank you for making us so welcome and answering our questions when we visited you recently. You told us that you feel safe and that all the staff take good care of you. We thought that your behaviour was better in the classrooms than in the playground. We know that the school has given you lots of ideas about how to stay healthy, but many of you are not following this important guidance because you are missing opportunities to choose to have fruit and vegetables at lunchtime. Coppice is a satisfactory school where you reach average levels of attainment and make satisfactory progress. The youngest children make a good start in the Nursery and you all do particularly well with your reading, which I know you enjoy. Although all the staff work hard, they want to make your school even better. These are the things we have asked them to do to help bring about further improvements. Improve attainment and the progress you make in writing and mathematics.

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Inspection of Coppice Primary School, Heanor, DE75 7BZ

Improve teaching so that you have work that is at just the right level and know how to do your work well. We have also asked them to use the same methods when they mark your work, explaining what you have done well and exactly how you need to improve. Use the information that they collect about how well you are doing in each subject to calculate how well the whole school and different groups of you are doing. You can help as well by trying extra hard in your writing and mathematics lessons and by all of you behaving really well, especially when you are in the playground or walking around the school.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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