Coppull Primary School and Nursery

Coppull Primary School and Nursery

Address: Park Road, Coppull, Chorley, Lancashire, PR7 5AH Unique reference number (URN): 119206

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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 Expected standard

Pupils typically attend school regularly. Leaders check pupils’ attendance thoroughly. They take immediate action to support families when pupils’ attendance is low. Leaders work closely with other agencies, including health services, to reduce absence from school. Leaders have made some purposeful adaptations to their attendance strategy to better support pupils, including those with special educational needs and/or disabilities (SEND), who find attending school difficult. As a result of leaders’ actions, pupils’ absence rates, including for those pupils who are persistently absent from school, are reducing. This means that attendance rates are close to the national average.

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Attendance and behaviour Expected standard

Pupils behave well in school. Leaders have well-understood expectations for how pupils should behave. Staff implement these consistently well. Pupils display positive attitudes to learning in the classroom. They work well together and show respect for each other and for adults. Pupils play well together at social times. Pupils, including those with SEND, can access the calm outdoor classroom where they have the chance to play and socialise with well-trained staff support. Pupils respond well to the rewards that recognise their good behaviour.

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Attendance and behaviour Expected standard

Leaders have created a culture where any form of discrimination is dealt with quickly. Bullying, including online unkindness, is dealt with swiftly.

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Early years Expected standard

Children make a positive start to school in the early years. Leaders have implemented a well-thought-out curriculum. Typically, children, including those with special educational needs and/or disabilities (SEND), learn to read words using phonics. They learn new vocabulary and to count and form letters, writing simple words. High-quality interactions with staff develop children’s ideas. Children successfully begin to use their imagination throughout their learning. Staff carefully structure the activities that children access. As a result, children start to become independent and their concentration develops.

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Early years Expected standard

Staff ensure that children’s needs are identified early. Those with SEND are given the help they need to access the early years curriculum. This begins to break down the barriers which some children face and, as a result, children progress well across the areas of learning.

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Early years Expected standard

Leaders ensure that children are well cared for and safe. Staff prioritise positive relationships with parents and carers. Children are happy. They know and follow the routines that staff have put in place. Leaders’ actions support the welfare and learning of the children across the provision. As a result, children in the early years are well prepared for the next stage of their education.

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Personal development and wellbeing Expected standard

Leaders have implemented an ambitious programme to support pupils’ personal development and wellbeing. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a wide range of opportunities. Carefully considered activities, delivered by knowledgeable staff, provide emotional and pastoral support for those who face challenge in their lives. Pupils know and use the 'five ways' to improve their own wellbeing.

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Personal development and wellbeing Expected standard

Leaders arrange career weeks where, for example, pilots, cabin crew and rugby players talk about future jobs. This raises pupils’ aspirations. Pupils gain an understanding of the world of work and how to budget. Leaders ensure that pupils join the local library. Pupils contribute to community events, such as singing to residents in a local nursing home and taking part in large choral events.

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Personal development and wellbeing Expected standard

Leaders ensure pupils access a wide range of educational visits bringing learning to life. Pupils, including those with SEND, visit London and meet the local Member of Parliament. This helps to secure pupils’ knowledge of democracy and the rule of law as part of their learning about fundamental British values. Disadvantaged pupils and those who face challenge in their lives are well supported to attend residential visits and regular school trips with the rest of the class. A wealth of sporting activities and after-school clubs develop pupils’ interests. Pupils, including those with SEND, enter inter-school and county competitions where they often excel.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils’ safety. The police, including British transport police, talk to pupils about the impact of anti-social behaviour and the importance of keeping safe including online, on the road and at the side of the railway. Pupils develop an age-appropriate understanding of healthy relationships. They know how to be a good friend to others. Pupils secure knowledge about different religions and what it means to live in a diverse multi- cultural society.

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Achievement Needs attention

Typically, by the end of Year 6, pupils secure the knowledge that they need in many subjects across the curriculum. However, some pupils do not secure the basic skills in writing early enough. Gaps in spelling, handwriting and sentence structure are not closed swiftly. As a result, many pupils need extra help to catch up. Some pupils with special educational needs and/or disabilities do not learn as much as they should. This is because the activities that they complete are not sufficiently adapted for them to learn well.

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Achievement Needs attention

Many pupils make up for lost ground as they move through upper key stage 2. Overall, by the end of Year 6, pupils’ attainment in reading, writing and mathematics is close to the national average. Typically, pupils are ready for their next educational steps. However, the slow start that some pupils make in acquiring solid foundations for later learning prevents them from achieving as well as they should.

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Curriculum and teaching Needs attention

Leaders have designed a suitably broad and well-ordered curriculum. Teachers ensure that pupils access each subject in the curriculum to develop their knowledge and skills. However, leaders do not check if the tasks some pupils complete help them to learn well. Sometimes, teachers do not adapt learning activities well enough to enable pupils with special educational needs and/or disabilities to learn the curriculum as well as they should.

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Curriculum and teaching Needs attention

Typically, teachers check the quality of pupils’ work. However, the impact of their assessment strategies is variable. Some teachers do not identify what pupils should do next to improve their skills and knowledge. Sometimes, they do not make sure that pupils learn basic handwriting, sentence structure and spelling early enough. Occasionally, the books that teachers give pupils to read are too difficult.

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Curriculum and teaching Needs attention

Teachers across the school mostly ensure that pupils secure a grasp of number. They provide pupils with the right support at the right time in mathematics.

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Curriculum and teaching Needs attention

In general, teachers have appropriate subject knowledge and they model the correct use of subject-specific vocabulary well. They usually ask questions that help pupils to think hard. Some teachers hold high expectations of what pupils should know and remember.

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Inclusion Needs attention

Typically, leaders know and understand the barriers that some pupils face to their learning. However, their work to reduce these barriers, especially for some pupils with special educational needs and/or disabilities (SEND), is not wholly successful. Although leaders ensure that pupils with SEND can access a wide range of physical resources, some pupils are not receiving the right help and support at the right time. The quality of this extra help is variable because leaders have not provided staff with sufficient training to meet pupils’ needs.

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Inclusion Needs attention

In contrast, leaders quickly identify and spot the emerging needs of children in the early years. They work well with professionals, such as speech and language therapists and specialist teachers, to begin to address the barriers that some children face.

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Inclusion Needs attention

Leaders use the additional pupil premium funding well. Disadvantaged pupils and those who face challenge in their lives receive positive support for their wellbeing from well-trained pastoral staff. The nurture and care that pupils receive makes a positive impact on their lives.

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Leadership and governance Needs attention

Leaders do not have an accurate enough insight into how pupils achieve across the school. They do not know sufficiently well whether pupils gain the basic skills they need to be successful. This is because the systems to check on the impact of teaching are not developed well enough. Leaders do not consistently provide staff with the training they need to adapt learning for pupils who struggle to access the curriculum. This includes some pupils with special educational needs and/or disabilities. This means that in some cases, staff do not have the expertise they need to support those pupils who need extra help.

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Leadership and governance Needs attention

On the whole, leaders have prioritised the correct actions for school improvement. They promote pupils’ positive wellbeing effectively. Leaders have trained staff to help pupils in times of emotional need. They have ensured that pupils access a range of opportunities outside the classroom to bring learning to life. Leaders have taken action to improve pupils’ attendance. This has had impact. They have also strengthened leadership in the early years.

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Leadership and governance Needs attention

Governors know and carry out their statutory duties well. Typically, they challenge leaders appropriately. Leaders consider staff’s workload and wellbeing effectively. As a result, staff are happy working in the school.

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Leadership and governance Needs attention

Leaders and governors ensure that the school sits at the heart of the community it serves. Parents and carers are overwhelmingly positive about the school. They welcome the visibility and approachability of leaders. They value the care that is given to their children and the opportunities that they receive.

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

Pupils enter school happily each day. Their absence rates are reducing because of the actions that leaders take. Pupils typically settle to their work, ready to learn, in a calm, purposeful learning environment. Children’s needs are quickly identified in the early years and they typically receive the support that they need to learn well. However, this is not as consistent in Years 1 to 6. Some pupils, including those with special educational needs and/or disabilities (SEND), are not helped to overcome their barriers to learning well enough.

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

Pupils across the school enjoy their learning and benefit from an ambitious curriculum. They learn to read well using the school’s phonics scheme. However, sometimes, younger pupils do not learn to write fluently. They do not form letters well or use correct spellings in their writing. Older pupils catch up by the end of Year 6 so that most pupils are ready for the next stage in their education.

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

Pupils enjoy social times where they play well together. Some attend the school's breakfast club where they enjoy being with friends and which helps them to get into school on time. Pupils take part in a wide range of after-school activities, including cheerleading, curling and gardening. They win competitions, including a recent golf tournament. A large number of pupils, including those with SEND and those who face challenge in their lives, take part in the enriching activities provided.

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

Pupils have positive relationships with each other and with staff. There is always a trusted adult who can help them at times of need. Pupils are able to access the rainbow room or the indoor playroom, where they can have a quieter lunchtime. Any bullying is dealt with swiftly by staff. Pupils are supported to sort out any differences of opinion. They are happy and

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Team inspectors:

Dawn Davies, Ofsted Inspector Mark Ward, Ofsted Inspector safe. They know how to keep themselves safe online, in their school and in the local community.

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Next steps

Leaders should ensure that teachers consistently and systematically support pupils to gain the basic skills in writing early so that they do not have to catch up and can achieve more highly by the time they leave Year 6. Leaders should ensure that teachers adapt their teaching more carefully so that pupils with special educational needs and/or disabilities (SEND) and those who have barriers to learning receive the support that they need to progress well through the curriculum. Leaders should refine their checks on teaching to ensure they gain a greater insight into their impact on pupils’ learning, especially in terms of early writing and support for pupils with SEND.

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About this inspection

The chair of the board of governors in this school is Beccy Wetton.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, other senior leaders and staff. They also met with members of the governing board, including the vice-chair of governors. They spoke to representatives of the local authority and the virtual school headteacher.

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About this inspection

The inspectors confirmed the following about the school:

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About this inspection

The school currently uses no alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 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 6 years. National average: 26.3%

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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 needs support 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

2024/25 (final) 63% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 52% 60% 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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average

2024/25 (final) 75% 75% Close to average

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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) 71% 72% 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

2024/25 (final) 80% 74% Close to average

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average

2022/23 (final) 77% 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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average

2024/25 (final) 54% 47% Close to average

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average

2023/24 (final) 35% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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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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average

2023/24 (final) 53% 62% Close to average

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average

2022/23 (final) 69% 60% Close to average

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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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average

2024/25 (final) 62% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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average

2022/23 (final) 63% 58% Close to average

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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

2024/25 (final) 69% 61% Close to average

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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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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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national average

2023/24 (3 term) 6.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 18.4% 16.2% Close to average

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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.

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Urgent improvement

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

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Urgent improvement

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