Schools & FE · Report card

Cooper Perry Primary School

Inspected 27 Jan 2026 · published 20 Apr 2026 · URN 124195

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Summary

No overall grade in this frameworkSafeguarding met

Victoria Jordan (lead), Pamela Matty, Vicki Shuter

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Needs attention
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
27 Jan 2026
Inspectors verified
Pamela Matty, Vicki Shuter, Victoria Jordan
Postcode verified
ST18 9PQ
Name on report verified
Cooper Perry Primary School
Safeguarding verified
Met
URN verified
124195

Page 5 of 16

Page 5 of the report with the evidence highlighted

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionNeeds attention
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+40Positivemore positive than 16% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivefeel safeclearpositivelyeffectivelywell-plannedimproving

Criticismconcernsnot securenot consistentlynot alwaysgapspoornot effectivelyvariable

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1467w+35
Leadership208w+82
Safeguarding51w−11
What needs to improve93w+11

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance31
“Leaders have introduced a well-planned professional learning programme that is already improving key areas of the school’s work.” p.3
Curriculum21
“Leaders have introduced a well-planned professional learning programme that is already improving key areas of the school’s work.” p.3
Progress & outcomes11
“Leaders have designed a well-planned, sequenced curriculum that supports progression from the Nursery to the Reception Year and into Year 1.” p.2
Teaching & assessment10
“Staff interactions are skilled, with clear modelling and purposeful questioning.” p.2
Communication & language9
“Staff model rich talk throughout the day.” p.2
Behaviour8
“Pupils typically behave well in lessons and demonstrate positive attitudes to learning.” p.2
SEND & inclusion7
“The school’s inclusive, caring approach helps its pupils feel safe, valued and settled.” p.5
Reading & phonics7
“A decline in outcomes in the phonics reading check has seen the introduction of a new phonics programme in school.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,816; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 14 words
Next steps: 4; typical 3
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 50%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 38%

Full report text

Cooper Perry Primary School

Address: Seighford, Stafford, Staffordshire, ST18 9PQ Unique reference number (URN): 124195

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Expected standard

Leaders are taking effective action to improve attendance. They use their knowledge of pupils and families to identify the causes of absence and act quickly to offer support. A personalised approach helps support pupils who find attending school every day more of a challenge. Leaders enhance their offer of support by working closely with external agencies when needed.

p.2

Attendance and behaviour Expected standard

Attendance for all pupils is broadly in line with national averages. Leaders analyse attendance information closely to identify patterns and trends. They share this information with governors. This ensures that attendance remains a clear priority for all.

p.2

Attendance and behaviour Expected standard

Pupils typically behave well in lessons and demonstrate positive attitudes to learning. During social times, pupils interact respectfully and show consideration for others. Leaders have set clear expectations, and staff apply these consistently. They take prompt action, where needed, to maintain high standards. This creates a calm, respectful environment, where pupils feel safe and ready to learn.

p.2

Attendance and behaviour Expected standard

Staff make thoughtful adaptations for pupils who require additional help to manage their behaviours and emotions. This ensures that they engage positively with routines. Incidents of poor behaviour are handled effectively. The school ensures that pupils feel valued, listened to and able to move forward positively. Bullying is not tolerated. Leaders respond swiftly and appropriately, when concerns are raised.

p.2

Early years Expected standard

Leaders have designed a well-planned, sequenced curriculum that supports progression from the Nursery to the Reception Year and into Year 1. The curriculum is well taught. Staff know what children should learn and when. They deliver learning with clarity and purpose.

p.2

Early years Expected standard

Phonics teaching follows the school’s chosen approach. Children respond well to the clear routines. Teachers carry out frequent checks of pupils' learning. Children who require extra support receive this swiftly, so they keep up.

p.2

Early years Expected standard

Staff in Nursery Year, develop children’s early language and listening skills. This is built on in Reception Year, where teachers introduce new, carefully chosen vocabulary. This supports children to extend their spoken sentences. Communication and language is central to the curriculum. Staff model rich talk throughout the day.

p.2

Early years Expected standard

Across other areas of learning, such as mathematics, learning opportunities are designed carefully. Resources are used effectively to support children’s understanding. Staff interactions are skilled, with clear modelling and purposeful questioning.

p.2

Early years Expected standard

Staff develop effective relationships with parents and carers through open communication, workshops and well-established transition arrangements. Parents feel supported and valued. The learning environment is purposeful and well organised. Children follow routines, sustain focus and show growing independence. Children with special educational needs and/or disabilities, and other children with barriers to their learning, receive sensitive, personalised support. Staff use timely interactions to develop children’s understanding of new knowledge and skills. Staff check pupils' learning and provide targeted support, where children need this. The early years provision gives pupils a secure foundation for their next stage of learning.

p.2

Leadership and governance Expected standard

Leaders know the school well. They understand the strengths of the school and what needs to improve. Governors fulfil their statutory duties. They understand the school’s key areas of focus. They provide high-quality support and effective challenge. Along with the school leaders, they drive improvements that are focused clearly on the school’s priorities.

p.3

Leadership and governance Expected standard

Leaders prioritise pupils’ best interests in every decision they make. They work hard to remove barriers so that pupils with special educational needs and/or disabilities, or other vulnerabilities take part in all aspects of school life. Staff promote an inclusive culture, where every pupil feels welcome and valued. Leaders recognise where provision for these pupils needs strengthening.

p.3

Leadership and governance Expected standard

Leaders have introduced a well-planned professional learning programme that is already improving key areas of the school’s work. Leaders acknowledge where staff expertise requires development to improve the quality of teaching and learning further. Staff value leaders’ efforts to support their workload and wellbeing. All staff, regardless of roles, feel respected, supported and equipped to carry out their job effectively. They are committed to improving the quality of education for pupils at the school.

p.3

Leadership and governance Expected standard

Parents and carers are confident in the school and the provision in place. They acknowledge recent improvements to communication and support for their children.

p.3

Personal development and wellbeing Expected standard

Leaders provide a well ‑ structured personal development programme that builds pupils’ confidence, character and understanding of the wider world. The personal, social and health education curriculum includes the teaching of relationships and health education. Pupils learn how to stay healthy, make positive choices and keep themselves safe online and in the community. Within the design of the curriculum, leaders have carefully considered links to the school values. They prioritise emotional wellbeing and aspirations for the future.

p.3

Personal development and wellbeing Expected standard

There are a wide range of opportunities on offer to pupils at the school. Pupils talk confidently about the clubs and enrichment activities available to them. They enjoy sports and art and craft clubs, as well as music groups. Pupils speak positively about outdoor learning, where they learn teamwork, cooperation and resilience. Pupils recall memorable experiences, such as taking part in school residentials, welcoming the ‘book bus’ and performing in the school talent show. Pupils recognise that these activities help them experience new things and showcase their talents. Leaders track participation carefully and remove barriers so that all pupils, including those who are more vulnerable, can access every opportunity alongside their peers.

p.3

Needs attention

Pupils understand the school’s values, such as respect and kindness, and demonstrate these in practice. They are encouraged to show these values, which are celebrated as part of the school’s ‘SHINE’ award ceremonies. Pupils understand the fundamental British values. They understand democracy in school, through voting for peer leadership roles. Pupils talk about fairness and equality. They learn about different religions and recall simple moral messages from different faiths. Pupils participate in visits to places of worship and celebrations that help them understand different ways of life. They develop the knowledge they need for life in modern Britain.

p.4

Achievement Needs attention

Despite pupils achieving broadly in line with national outcomes at the end of key stage 2, some older pupils in school do not secure basic skills in handwriting and mathematics. Gaps in knowledge are not identified and addressed in a timely way. This limits pupils' progress in some curriculum subjects and prevents them achieving as well as they should.

p.4

Achievement Needs attention

The achievement of pupils with special educational needs and/or disabilities is variable. Learning tasks, across the curriculum, are not consistently adapted appropriately to meet their needs. This hinders their progress from their starting points and, therefore, they are not well prepared for their next steps.

p.4

Achievement Needs attention

A decline in outcomes in the phonics reading check has seen the introduction of a new phonics programme in school. In the early years and key stage 1, reading is taught with greater precision and consistency. This is having a positive impact on most pupils’ reading knowledge. Reading fluency of younger pupils is improving. Targeted support is helping these pupils to catch up.

p.4

Curriculum and teaching Needs attention

The delivery of the curriculum needs further improvement. In some subjects, where systems for checking pupils’ knowledge are well established, pupils build successfully on their prior learning. However, checks of what pupils know and can do are not consistently embedded across subjects. This means that while some appropriate adjustments to learning are put in place to support some pupils, for many pupils work is not well matched to their needs. These pupils do not access learning activities that secure the essential knowledge they need.

p.4

Curriculum and teaching Needs attention

Leaders provide training, based on research, to ensure that teachers typically have the subject knowledge they need to teach the curriculum. However, teachers do not always identify gaps in pupils' basic knowledge quickly enough, particularly in key stage 2. As a result, misconceptions continue, which limits progress through the curriculum for some older pupils.

p.4

Curriculum and teaching Needs attention

The school provides a broad and well-sequenced curriculum that reflects its local context and values. Leaders enhance pupils’ learning through visits and visitors, helping to broaden their knowledge further. In the early years and key stage 1, there is a clear focus on developing language and communication. Oracy is prioritised across the school. Pupils have regular opportunities to develop their confidence when using spoken language.

p.4

Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of the curriculum. They identify the right areas for improvement.

p.5

Inclusion Needs attention

Work is taking place to strengthen the school’s systems for identifying and supporting the needs of vulnerable pupils. This includes pupils with special educational needs and/or disabilities, those in receipt of additional funding and pupils previously known to local authority social care. While reasonable adjustments to learning are put in place promptly, these are not always well matched to pupils’ needs. Interventions are not monitored as effectively as they could be. As a result, some pupils do not make as much progress through the curriculum as they could. Leaders are rightly focused on the need to improve their oversight of this support, so that all pupils receive the help they need to achieve well.

p.5

Inclusion Needs attention

The school’s inclusive, caring approach helps its pupils feel safe, valued and settled. Leaders work closely with parents and carers, as well as external agencies, to help pupils overcome barriers to learning and wellbeing. Leaders provide evidence-informed training to build staff's expertise. Leaders use pupil premium funding wisely to ensure that all pupils have access to wider experiences and additional support in class.

p.5