Coppins Green Primary School

Age group 4–11 Inspection date(s) 10–11 October 2011 Inspection number 379047 Coppins Green Primary School Inspection report

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Unique Reference Number 115252 Local Authority Essex Inspection number 379047 Inspection dates 10–11 October 2011 Reporting inspector Derek Watts

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 513 Appropriate authority The governing body Chair Martin North Headteacher Andrew Smith (Executive Headteacher) Gavin Bradley (Associate Headteacher) Date of previous school inspection 9–10 June 2009 School address Melbourne Road Clacton-on-Sea Essex CO15 3SP Telephone number 01255 422825 Fax number 01255 221705 Email address admin@coppinsgreen.essex.sch.uk 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

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after children, safeguarding and child protection. 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 123 4234, or email enquiries@ofsted.gov.uk . 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 information 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’.

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T: 0300 123 4234 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 four additional inspectors, who observed teaching and learning in 29 lessons or part lessons taught by 19 different teachers. The inspection team examined the school’s policies, assessment information, pupils’ work, teachers’ plans and school improvement planning. They held discussions with the headteachers, staff and members of the governing body, local authority advisers and pupils. The inspectors analysed 105 questionnaires completed by parents and carers, 120 from Key Stage 2 pupils, and 49 from staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How effective are strategies to accelerate pupils’ progress and to raise attainment in English?

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Introduction

 What action is being taken, and how effective is it, to accelerate pupils’ progress and to raise attainment in mathematics?

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Introduction

 Are teachers’ expectations high enough and how well is assessment used to match tasks to pupils’ different needs so that they are challenged and learn well?

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Introduction

 How effective and robust are the school’s procedures to raise pupils’ attendance?

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Introduction

 To what extent are all leaders and managers rigorously evaluating performance and taking effective action to improve teaching and to raise pupils’ achievement?

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Information about the school

Coppins Green is a much larger than average primary school although the number of pupils on roll has reduced significantly since the previous inspection. Nearly three quarters of the pupil population are of White British heritage and about a quarter is., from other White backgrounds. The proportion of pupils with special educational needs and/or disabilities is well above average. The proportion of pupils known to be eligible for free school meals is much higher than is usually found.

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Information about the school

The headteacher was absent from November 2009 and left the school in May 2010. The school was under acting leadership from November 2009 until July 2010. The local authority carried out a thorough review of the school’s performance in June 2010. Following this, the local authority reviewed and created a new leadership team for September 2010 which included an executive headteacher from an outstanding primary school, an acting headteacher seconded from the local authority and a seconded senior teacher from the supporting school. This partnership between the two schools is planned to continue for a further two years. An associate headteacher from Coppins Green, who was part of the leadership team, was appointed for September 2011.

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Information about the school

The school had an Ofsted monitoring visit in March 2011. This recognised the new senior leaders’ astute self evaluation and the improvements to behaviour, staff morale, the curriculum and to teaching. However, the school had made inadequate progress towards the improvement issues from the last inspection and pupils’ attainment and progress were not improving fast enough. The capacity to improve was judged to be satisfactory. 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 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to pupils’ attainment and progress.

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Main findings

The school’s overall effectiveness is inadequate. It has been through a difficult and turbulent period where pupils’ attainment by the end of Year 6 has been low and their progress through Key Stages 1 and 2 has been inadequate. By the summer of 2010, behaviour had declined to unacceptable levels and several families took their children away to other schools. Ineffective leadership, inadequate teaching and a restricted curriculum all contributed to the school’s decline. By contrast, the provision in the Early Years Foundation Stage has continued to be a strength of the school and children make good progress in this setting.

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Main findings

A new and enthusiastic senior leadership team have brought significant experience and expertise to the school. They have shown considerable determination and drive in making Coppins Green a better place for pupils, parents, carers and staff. Leaders and managers are firmly focused on raising pupils’ achievement, improving teaching and creating a positive school ethos. Staff fully support this vision and new direction. The school has benefited from local authority support and the innovative partnership with the other primary school. The sharing of staff expertise has been beneficial to both schools.

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Main findings

Teaching has improved and pupils are now making satisfactory progress in Key Stage 1 and Key Stage 2. A range of interesting strategies have been implemented to accelerate pupils’ progress and to raise attainment in English and mathematics. These include discussion and drama to promote writing, extending the range of writing, sharper approaches to calculation and mental mathematics, and increased problem solving. There are examples of good and outstanding teaching. However, this is not consistent throughout the school; there is not enough good or outstanding teaching to raise attainment quickly. In successful lessons, teachers convey high expectations and provide interesting tasks which are well tailored to pupils’ needs. These ensure that pupils are focused on learning, their interest is sustained and they make good progress. In less effective lessons, tasks are not sufficiently challenging, particularly for the more able. Lessons and learning do not always proceed at a brisk

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Main findings

pace. Information and communication technology (ICT) is underused to support 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

pupils’ learning in a range of subjects.

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Main findings

Behaviour across the school is now good. Pupils feel safe because of the good attention given to their care and the management of safeguarding arrangements. They adopt healthy lifestyles. Attendance has improved and is now closer to average levels. Parents and carers are happy with the care and education provided for their children. Many commented on the school’s improving picture. Typical comments were, ‘Since the new leadership team has been in place, parent and pupil morale has increased’, ‘There has been a massive improvement in the last year’, and ‘The headteachers are brilliant and it’s lovely to see pupils happy and enjoying school again’.

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Main findings

Self evaluation is rigorous and systematic. The school knows what it does well and is taking effective action where improvement is needed most. Governance has been strengthened considerably. Members of the governing body are playing a full part in supporting the school’s improvements. The school is clearly improving under the strong leadership but it is too early to see the impact of these initiatives on pupils’ attainment and progress over time. The recent improvements to behaviour, teaching and learning and to attendance demonstrate the school’s satisfactory capacity for sustained improvement.

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What does the school need to do to improve further?

 Accelerate pupils’ progress and raise attainment in English and mathematics by the end of Year 6 to at least average levels by increasing the proportion of good and outstanding teaching and ensuring that in all lessons: - expectations of what pupils can do are consistently high - assessment is used sharply to match tasks to pupils’ different abilities, and particularly to challenge the more able - pupils’ learning moves on at a good pace.

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What does the school need to do to improve further?

 Extend opportunities for pupils to apply ICT skills to support their learning.

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Outcomes for individuals and groups of pupils 4

Children enter the Nursery with knowledge and skills below those expected for their age. Communication, language and literacy and their personal and social skills are often low. Children make good progress but their attainment on entry to Year 1 is usually below average in literacy and numeracy.

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Outcomes for individuals and groups of pupils 4

In Key Stage 1 and Key Stage 2, pupils’ learning and enjoyment are improving. They told the inspectors, ‘My teacher provides fun lessons,’ and ‘We learn lots of new things’.

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Outcomes for individuals and groups of pupils 4

Pupils’ progress in the past has been inadequate and attainment by the end of Year 6 has been low in both English and mathematics. Positive action is being taken to 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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Outcomes for individuals and groups of pupils 4

tackle underachievement. School assessments, pupils’ work and the lessons observed by inspectors indicate that pupils, including the more able and those with special educational needs and/or disabilities, are now making satisfactory progress. In the three Year 6 classes, pupils are making good progress in lessons because of stronger teaching.

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Outcomes for individuals and groups of pupils 4

In a number of lessons pupils made good progress in speaking and listening because of the opportunities to discuss their learning in pairs and small groups. In other lessons, opportunities were missed and teachers talk for too long at the start of the lesson. A variety of approaches are being used to raise pupils’ performance in reading. Writing is a priority for improvement and opportunities have been extended for pupils to write for a range of purposes and in different styles. Punctuation and spelling are not always accurate but steps are being taken to improve these. There are also inconsistencies in pupils’ handwriting. In Year 6, pupils made exceptional progress in writing an effective ending to a story after being inspired by the teacher’s enthusiasm and skilful modelling of writing. This enabled pupils to use powerful adjectives and similes to great effect.

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Outcomes for individuals and groups of pupils 4

Pupils’ progress in mathematics lessons is mostly satisfactory. There are examples of good investigative work where pupils apply their numeracy skills to solve problems. In Year 6, pupils made good progress in solving multiplication problems. However, teachers have to work hard on revisiting gaps in pupils’ previous mathematical knowledge and understanding. Nevertheless, now that pupils make satisfactory progress in acquiring and applying literacy and numeracy skills, and their attendance has improved, pupils are satisfactorily prepared for their next school.

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Outcomes for individuals and groups of pupils 4

Pupils’ personal and social skills are developing well. Pupils are friendly and polite. They demonstrate positive qualities such as cooperation, respect for others and taking responsibility. In an assembly, pupils were attentive and listened carefully to the visiting speaker. They gained new knowledge about the work of the NSPCC and reflected on the importance of helping others. The choir gave an enthusiastic and tuneful performance at the start and end of the event. Pupils feel safe at school and are confident that there are always trusted adults they can turn to if they are upset or worried. They choose healthy foods and participate frequently in a range of physical activities. Pupils make sound contributions to the school and the wider community. They willingly take on additional responsibilities such as serving on the school council. Pupils support those less fortunate than themselves by raising funds

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Outcomes for individuals and groups of pupils 4

for a range of appeals and charities. Their knowledge and understanding of different cultures and faiths is less well developed.

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Outcomes for individuals and groups of pupils 4

These are the grades for pupils’ outcomes

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Outcomes for individuals and groups of pupils 4

Pupils’ achievement and the extent to which they enjoy their learning Taking into account: 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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Outcomes for individuals and groups of pupils 4

Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 3 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 3

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How effective is the provision?

Inadequate teaching in the past has resulted in pupils making unsatisfactory progress over their time. Teaching has improved considerably during the past year because of the positive action taken by senior staff. Teaching is now satisfactory and pupils are making sound progress in lessons. There are examples of good and outstanding practice but this is not consistent across the school and some weaknesses remain. Pupils know what they are expected to learn because teachers share learning intentions with the class. Clear instructions and explanations by teachers promote learning well. Questioning is used effectively to check pupils’ understanding of new work. Improved assessment procedures mean that teachers have a clearer overview of pupils’ attainment. However, in some lessons, assessment information is not used well enough to plan teaching and so tasks are not sufficiently challenging for all pupils. Learning support assistants are well deployed in the best

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How effective is the provision?

lessons and make a valuable contribution to learning but in some lessons this resource is not fully utilised. Learning slows and pupil participation declines when teachers’ introductions are too long and fail to recognise that pupils are eager to move on to the main task.

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How effective is the provision?

Leaders and staff are working well to develop an interesting curriculum to promote good academic progress and good personal development. A range of initiatives and strategies have been implemented to raise pupils’ achievement in reading, writing and mathematics. These are having a positive effect but have not been in place long enough to raise attainment to acceptable levels by the end of Year 6. Pupils currently have insufficient opportunities to acquire and apply their ICT skills. However, with new facilities and improved equipment there are good plans to tackle this area. There is a wide range of additional activities to promote learning and enjoyment. Clubs are well attended and include badminton, choir, cooking, football and netball.

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low 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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How effective is the provision?

Visits further enhance the curriculum and pupils’ development. For example, a popular residential trip to Kent for Year 6 pupils provides exciting new outdoor experiences and develops their team-building and problem-solving skills.

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How effective is the provision?

Pupils, parents and carers appreciate the positive and safe learning environment that has been created. Senior leaders and staff have lifted expectations of pupils’ behaviour and have successfully implemented simple systems to promote good self discipline and a sense of responsibility. Behaviour is much improved and exclusions have been drastically reduced. Pupils’ with special educational needs and/or disabilities receive sound support and guidance. Positive steps are being taken to improve this area. In partnership with other agencies, the school has been successful in providing pupils and their families with the help and support they need. The school works hard to monitor and promote attendance and this is showing significant improvement. Every day pupils take advantage of the well-organised breakfast club and before-school activities.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

Senior leaders and staff have worked with considerable determination to improve the school’s ethos and create a positive environment for pupils’ learning and development. Leaders successfully promote high expectations and a ‘can do culture’ among the staff. Leaders are firmly focused on raising pupils’ achievement and improving the quality of provision. The staff are fully behind the leadership team’s vision and several commented on the school’s changing fortunes, ‘ Over the last year, the school has improved immensely, we are valued’, ‘This is now a positive, encouraging and happy place to work,’ and ‘It is a credit to the leaders who have turned the school around’.

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How effective are leadership and management?

There is considerable emphasis on monitoring and development of teaching, and this is very effective. Almost all of the inadequate teaching has been eradicated and there are aspirations to increase the proportion of good and outstanding practice. New teachers and those from the partner school bring energy and high quality teaching to lessons. The best practice is being shared. Leaders are fully aware that there is more to do before teaching is consistently good.

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How effective are leadership and management?

Governance is now good; the governing body includes some very capable and experienced professionals. They show an extremely clear understanding of the 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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How effective are leadership and management?

school’s history and its performance and are playing an active part in driving the school’s improvement, working closely with the local authority. Safeguarding is given good attention and there are effective policies and procedures to protect and safeguard pupils. The monitoring and evaluation of these procedures are thorough. All staff are well trained in the area of safeguarding. Safe practices for pupils are promoted well through the school’s ethos and teaching.

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How effective are leadership and management?

Equality of opportunity is promoted satisfactorily. Discrimination is tackled well but improvements to the school are recent and not all pupils have access to consistently good provision. The school has a clear understanding of the community it serves and promotes community cohesion satisfactorily. There are plans to increase pupils’ understanding of the cultural diversity within the United Kingdom and in the wider world through the school’s developing curriculum.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Leadership and teamwork are strong and effective in this setting; the staff are promoting good provision. Children make rapid progress in their personal, social and emotional development because of the positive relationships between adults and children and the good attention to care, guidance and welfare. As a result, children feel safe and secure, and grow in confidence. Good partnerships have been formed with parents and carers. The school strives to help families to support their children’s learning.

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Early Years Foundation Stage

Children thoroughly enjoy the interesting activities provided. They are well taught and make good gains in most areas of learning. Assessment information is used well to plan teaching and learning. There is a good balance of adult-led activities and 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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Early Years Foundation Stage

those chosen by the children. Children have well-planned opportunities to explore, be creative and work independently. They make good progress in speaking and listening because these skills are effectively promoted through most activities. Children enjoy the attractive books provided. Opportunities for children to acquire and practise early calculation and writing skills are satisfactory but could be extended. The school has rightly identified these as priorities for improvement. Children had great fun in creating repeated patterns using vegetable and fruit sections and paints. They also created colourful model fish and sea creatures using a range of reclaimed materials. The leader has clear plans to further extend the range of outdoor learning activities and equipment.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The proportion of parents and carers who returned the questionnaire was lower than is normally found for a primary school inspection. Most parents and carers who returned the questionnaire are happy with their children’s experience at the school. They are particularly pleased with safety in the school, the sense of enjoyment, the leadership of the school and the teaching. The inspection findings support most of these positive views. Whilst teaching has vastly improved recently, it is not yet consistently good across the school. A very small minority expressed concerns about how well the school deals with unacceptable behaviour and how well it meets pupils’ particular needs. Pupils’ behaviour has improved considerably during the past 13 months. Under new leadership, the school has very clear and effective policies and systems for promoting good behaviour. During the inspection, behaviour was good and, in the case of the oldest pupils, frequently outstanding. The school is striving to

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Views of parents and carers

improve their provision for pupils with particular needs and senior leaders acknowledge there is still work to do here. 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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Views of parents and carers

Ofsted invited all the registered parents and carers of pupils registered at Coppins Green 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 105 completed questionnaires by the end of the on-site inspection. In total, there are 513 pupils registered at the school.

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Views of parents and carers

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 67 63 36 34 1 1 0 0 The school keeps my child safe 70 66 33 31 2 2 0 0

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Views of parents and carers

The school informs me about my child’s progress 45 42 57 54 1 1 1 1

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Views of parents and carers

My child is making enough progress at this school 46 43 58 55 0 0 0 0

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Views of parents and carers

The teaching is good at this school 53 50 49 46 3 3 0 0

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Views of parents and carers

The school helps me to support my child’s learning 38 36 60 57 5 5 0 0

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Views of parents and carers

The school helps my child to have a healthy lifestyle 44 42 60 57 1 1 0 0

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Views of parents and carers

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) 43 41 61 58 0 0 0 0

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Views of parents and carers

The school meets my child’s particular needs 42 40 56 53 7 7 0 0

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Views of parents and carers

The school deals effectively with unacceptable behaviour 49 46 48 45 5 5 3 3 The school takes account of my suggestions and concerns 40 38 58 55 5 5 1 1

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Views of parents and carers

The school is led and managed effectively 54 51 48 45 2 2 0 0

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Views of parents and carers

Overall, I am happy with my child’s experience at this school 59 56 43 41 3 3 1 1

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Views of parents and carers

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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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.  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 Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

Thank you so much for welcoming us into your school, giving us your views and showing us your work. We enjoyed our visit and would like to tell you what we have found. Under new leadership, the school is showing clear signs of improvement. However, standards in English and mathematics by the end of Year 6 have been low for too long and so your school has been given a notice to improve.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

 You say you enjoy school and the activities provided.  Children in Early Years Foundation Stage get off to a good start and make good progress.  You feel safe at school because teachers and other adults take good care of you and provide clear guidance and support.  You have a good understanding of how to keep healthy and fit.  Behaviour in school is good and you get on well with others.  There is a good range of additional activities provided.  The school is well led by the headteachers and senior staff.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

We have asked the headteachers and teachers to do the following things to improve the school’s work.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

 Improve your progress so that you reach higher standards in English and mathematics by the end of Year 6. We have asked teachers to expect more from you, to match tasks carefully to your abilities and to ensure that learning and lessons move along at a good pace.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

 ICT could be used more to support your learning in a range of subjects. The school has clear plans to make this happen.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

All of you can help by continuing to work hard, particularly in English and mathematics. We wish you all the very best for the future.

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Inspection of Coppins Green Primary School, Clacton-on-Sea, CO15 3SP

Derek Watts, Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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