Copford Church of England Voluntary Controlled Primary School

Primary School

Address: School Road, Copford, Colchester, Essex, CO6 1BX Unique reference number (URN): 115074

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Pupils' attendance is very high over time. This is because leaders successfully remove barriers that may prevent pupils from attending school. For example, pupils are supported sensitively if they have any worries about school. The support for pupils is bespoke and matches their needs precisely. Consequently, it is highly effective in helping pupils to attend school every day.

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Attendance and behaviour Strong standard

Pupils show exceedingly positive attitudes to their learning. The school is calm and orderly. Pupils learn in a quiet environment, free from distractions. Staff enforce the school's rules consistently. This helps pupils understand and follow them too, starting in the early years. As pupils get older, staff do not need to remind them to follow the rules. It quickly becomes the norm for pupils to make positive choices about how to behave. They have a well-developed sense of self-discipline. If any pupils struggle to behave well, staff provide carefully considered support and guidance. Leaders encourage pupils to talk about their feelings. Pupils learn to understand and manage their emotions in a healthy way.

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Attendance and behaviour Strong standard

Bullying is rare. Pupils are confident that staff will deal with it straight away if it occurs. Pupils are kind and compassionate towards each other. As a result, incidents of negative behaviour are unusual. Pupils describe the school as feeling like a family. They are incredibly proud of this.

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Personal development and wellbeing Strong standard

Pupils develop a strong sense of who they are. They are proud of their school and help make it a welcoming place to be. Pupils understand how to be positive members of the community and show this in the way they treat others. They talk about helping each other, solving problems calmly and making sure everyone feels included. Younger children benefit from a great deal of kindness and support from their peers.

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Personal development and wellbeing Strong standard

Pupils are curious about people who may be different from them. For example, they talk respectfully about different faiths and understand that people hold a range of beliefs and values. Pupils enjoy learning about a wide range of cultural events, for example Chinese New Year. This helps to deepen pupils' understanding of the world. As a result, they are empathetic and feel confident when meeting people from different backgrounds and circumstances. Pupils have a detailed understanding of the fundamental British values. They relish opportunities to put these into practice in school, such as when they vote for school council members.

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Personal development and wellbeing Strong standard

Leaders provide a comprehensive relationships and health education programme. Pupils learn how to maintain healthy and positive friendships and this is evident in their interactions with each other. Pupils are particularly well prepared for some of the changes that they will go through as they grow older. Pupils develop a thorough understanding of how to stay safe online and in the community. For example, older pupils learn how to ride their bikes safely on the road. This helps them to become more independent.

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Expected standard

The school offers many opportunities for pupils to explore their interests and develop their talents. There is a vast range of clubs, trips and regular inter-house competitions. Leaders ensure that any barriers to participation are swiftly identified and overcome so that all pupils benefit. These opportunities help pupils become confident and resilient. They are exceedingly well prepared for life beyond school.

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Achievement Expected standard

Pupils' attainment in assessments at the end of key stage 2 is generally above the national averages. Effective phonics teaching means that children in the early years typically learn to read words with increasing fluency. By the end of Year 1, most pupils learn to read accurately. Older pupils build on this knowledge over time. Similarly, children in the early years develop a secure understanding of basic number facts. This prepares them well for more-complex mathematics learning as they move through the school.

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Achievement Expected standard

In each subject, most pupils develop knowledge securely over time. They enjoy discussing their learning and most can apply their knowledge with confidence. However, a few pupils develop gaps in their writing knowledge which are not swiftly identified and addressed. Pupils with special educational needs and/or disabilities and disadvantaged pupils progress well from their various starting points. By the end of each key stage, pupils are ready for the next step in their education.

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Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum and teaching in the school. They have designed an ambitious and well-considered curriculum. This starts in the early years and builds pupils' knowledge over time. Pupils revisit important concepts. This helps them to deepen their understanding.

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Curriculum and teaching Expected standard

Staff have appropriate subject knowledge. This helps them to explain new information clearly to pupils. Staff encourage pupils to think deeply and explain their understanding. Staff emphasise key vocabulary. As a result, pupils typically use ambitious subject-specific language when discussing their learning. Typically, staff check pupils' understanding and, when needed, provide additional explanations or tasks to help pupils. However, at times, staff do not swiftly identify and address errors in pupils' writing, including their letter formation. When this happens, errors persist over time. This hinders how effectively some pupils communicate in writing.

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Curriculum and teaching Expected standard

Staff know pupils well. Staff typically provide suitable support to those pupils who need some extra help to access the curriculum.

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Curriculum and teaching Expected standard

Leaders ensure that most pupils learn the important knowledge they need in reading, writing and mathematics. Any pupils who need extra targeted support to keep up receive this in a timely manner. As a result, pupils are well prepared for their next stage in education.

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Early years Expected standard

The early years curriculum is well designed to build on what children already know. This helps their knowledge build securely. By the end of the Reception Year, children are ready for the next stage of learning. Skilled staff create tasks that engage children but also develop important knowledge and skills. Staff focus strongly on communication. They choose key words and help children understand and use them during play. As a result, children build a wider vocabulary. This strengthens their understanding of the world around them.

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Early years Expected standard

In the main, staff ensure that learning activities are well suited to what children already know. However, occasionally, children need more practise to develop a key skill, such as forming letters correctly. Staff do not provide this support as quickly as they could. This hinders how smoothly some children progress through the curriculum. Reading has a high priority. Staff often share books with children and teach them rhymes, poems and songs. Staff ensure that children practise using their phonics knowledge to read and sound out words. This helps children to read accurately and confidently.

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Early years Expected standard

Parents and carers are encouraged to take part in shared learning opportunities with their children. Parents speak very positively about the care and education that their children receive.

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Inclusion Expected standard

Any additional needs that pupils may have are identified quickly and accurately. This means that leaders and staff decide on suitable next steps. When appropriate, additional support is informed by external professionals. Additionally, staff work closely with parents and carers to ensure that any individual support is clearly communicated and tailored to pupils’ needs.

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Inclusion Expected standard

Leaders are determined to reduce any barriers that may hinder pupils' learning or wellbeing. For example, if a pupil has low self-esteem, staff help them to grow in confidence. This support ensures that pupils' emotional needs do not become a barrier to them achieving well. Staff have received effective training to help them to meet pupils' various needs successfully. This includes training to help some pupils who find it difficult to communicate. In the main, the adaptations that staff make are effective in reducing barriers to pupils' learning.

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Inclusion Expected standard

Leaders maintain close oversight of the support and interventions that they put into place to ensure that they are making a difference. This includes the impact of additional funding to reduce any barriers to learning or wellbeing for disadvantaged pupils.

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Leadership and governance Expected standard

Leaders understand the school’s strengths. They also know what needs to improve. Leaders consider the best interests of pupils when they choose the most important actions to focus on. For example, they know that the number of pupils with special educational needs and/or disabilities is increasing. As a result, leaders have trained staff well to help pupils who find speaking, listening or understanding language a challenge. In addition, leaders have strengthened the support for pupils who sometimes struggle with their emotions or behaviour. These actions have helped to ensure that pupils with additional needs get the right support. This means they can learn and succeed alongside their peers.

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Leadership and governance Expected standard

Staff appreciate that leaders are considerate of their wellbeing. Leaders take thoughtful actions to reduce unnecessary workload so staff can focus on what matters most. Leaders provide a staff training programme that is informed by the best available evidence. This helps to further develop staff's expertise. Staff recognise the positive impact that this training has had on their teaching. Parents and carers speak positively about the care their children receive and the quality of education that the school provides.

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Leadership and governance Expected standard

Governors carry out their responsibilities well. For example, they check that appropriate recruitment policies are followed when new staff are appointed. Governors have suitable oversight of the school and check that leaders' actions are having a positive impact. The information from these checks informs the support and challenge that governors provide to leaders to drive further improvement.

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What it's like to be a pupil at this school

Pupils describe their school community as a family where everyone knows each other. Positive relationships run through the whole school. Pupils say they help each other readily. This matters to them. It helps them to feel safe. Staff make sure pupils can share their opinions. This helps to build pupils’ self-confidence.

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What it's like to be a pupil at this school

Pupils achieve well and show positive attitudes to their learning. Staff know pupils well. This helps them to provide the right support at the right time. For example, some pupils receive additional help to build their resilience. Alongside a well ‑ designed, well-taught curriculum, this support helps to ensure that pupils are well prepared for each stage of their education.

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What it's like to be a pupil at this school

Older pupils act as positive role models. For example, they support younger pupils during assemblies. Pupils relish opportunities to take positions of responsibility, such as being ‘agents of change.’ In this role, they are encouraged to make a positive difference to the world. Pupils confidently discuss fundamental British values. They can apply these to their experiences in school. Pupils are well equipped to become responsible citizens.

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What it's like to be a pupil at this school

Pupils feel lucky to take part in many additional experiences that enhance the curriculum. For example, they enjoy performances that help bring their history learning to life. Pupils embrace opportunities to develop new interests, such as dance and learning to use Makaton, a visual language programme that helps them to communicate with others.

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What it's like to be a pupil at this school

Pupils and children in the early years behave exceedingly well. They are kind to each other. Pupils learn about differences between people. They understand that everyone should be respected. Bullying does not happen often. Pupils are confident that staff will deal with it straight away if it does.

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What it's like to be a pupil at this school

Pupils are proud to be part of this happy community. They love coming to school and attend regularly.

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Team inspectors:

Sarah Fowler, Ofsted Inspector Rebecca McCutcheon, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should ensure that early years staff provide consistently effective support to children with gaps in their knowledge or skills, so that these children catch up with their peers. Leaders should ensure that staff consistently identify and correct misconceptions in pupils' writing, so that pupils develop the skills and knowledge that they need to write fluently and effectively.

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About this inspection

The chair of the board of governors in this school is Katie Hanson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. The lead inspector also spoke with members of the governing body, including the chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Church of England religious character. The school's last section 48 inspection, for schools of a religious character, was in February 2025.

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About this inspection

The school currently uses one unregistered alternative provision.

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About this inspection

Headteacher : David Bome This data is from 3 March 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 63% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 74% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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