Coppice Primary School

Inspection Report Coppice Primary School

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112563 Unique Reference Number DERBYSHIRE Local Authority 289329 Inspection number 16 November 2006 Inspection date Patricia Cox Reporting inspector

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

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Roper Avenue School address Primary Type of school Marlpool, Heanor Community School category Derbyshire DE75 7BZ 3 °11 Age range of pupils 01773 712840 Telephone number Mixed Gender of pupils 01773 712840 Fax number 234 Number on roll (school) Mr K Armstrong Chair The governing body Appropriate authority Mrs A Riley Headteacher 14 October 2002 Date of previous school inspection

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Inspection number Inspection date Age group 289329 16 November 2006 3 °11 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by an Additional Inspector over one day.

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Description of the school

This average size school, which has increased in size since the previous inspection, has an above average proportion of pupils entitled to free school meals. Almost all pupils are of White British ethnic origin and few have a first language that is not English. An average proportion of pupils have been identified with learning difficulties or have a statement of special educational needs. More pupils than average leave or join during their school career. Children's attainment on entry to the nursery is below national expectations, particularly in communication, language and literacy and personal, social and emotional development, and especially that of the boys. The school has awards for Basic Skills, National Healthy School, Anti-Bullying and as a Health Promoting School.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Coppice Primary School, 16 November 2006

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Grade: 2

This school provides its pupils with a good standard of education and prepares them well for the next stage of education and for life. It gives good value for money and is well-placed for further improvement. The school works extremely closely with parents and other agencies to promote the pupils' learning. This is because the headteacher, who has been in the forefront of the school's sustained improvements over the past six years, provides very good leadership and management. She is supported very well by the assistant headteacher and all in the school work well as a team, focused on the same key priorities. Because the school's self-evaluation is accurate, these priorities are very appropriate. Action taken is focused and effective, and the systems for checking the progress of initiatives are good. Because the school works hard to improve the pupils' personal development, and has good systems to promote their spiritual,

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Grade: 2

moral, social and cultural development, almost all grow into mature, sensible and responsible individuals by the time they are in Year 6. Behaviour in classes and around the school is generally good and that of the older pupils is sometimes exemplary. The school has worked hard to develop their good understanding of a healthy lifestyle and has involved pupils well, particularly through the school council, in influencing them to make these choices for themselves. Pupils take full advantage of the good curriculum the school offers, including a very wide range of activities outside the school day. The senior management supports teachers well in developing their professional skills, so that they can improve their expertise, and consequently teaching and learning are good. Teachers are lively and enthusiastic, transmitting this keenness to their pupils. They use their day-to-day assessments of pupils' work in the core subjects of English,

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Grade: 2

mathematics and science to match the tasks to their attainment. There are good methods for promoting the progress of the most able, particularly in mathematics and science, and these are developing in English, but not yet fully in other subjects. Pupils achieve well throughout the school. From their below expected standards when they first enter the nursery, they are much closer to meeting national expectations by the end of their time in Reception. In 2006 standards at the end of Year 2 were above average in reading and mathematics and pupils had made very good progress. Standards were below average in writing and progress was satisfactory. Standards at the end of Year 6 have been rising, particularly in mathematics and science. They have sometimes been above average in recent years and in 2005 were exceptionally high. Pupils usually make at least good progress during Key Stage 2 but progress is only satisfactory in

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Grade: 2

English, and particularly in writing. The school takes exceptionally good care of its pupils' physical and emotional needs, and they appreciate the safe atmosphere and good personal guidance provided. Academic guidance is satisfactory. Based on their good assessments of their pupils' attainment and progress in English and mathematics, teachers set challenging targets for them and the marking of their work sometimes comments on their progress towards these. It also often shows pupils what they need to do to improve. However, these good systems are not as advanced or precise for other subjects. 2 Inspection Report: Coppice Primary School, 16 November 2006

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What the school should do to improve further

• Raise standards in all aspects of English and particularly writing, throughout the school, so that pupils' achievement more closely matches that in mathematics. • Build on the school's assessment systems for English, mathematics and science, into other subjects and improve the consistency of teachers' marking in all subjects. • Further develop the school's strategies for promoting the progress of the most able, through all subjects.

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Grade: 2

Pupils make good progress through the school, and particularly the boys, whose attainment on entry is usually lower than the girls'. By the end of Year 2, test results and teachers' assessments had been similar to the national average since 2001, and improved in 2006, although writing lagged behind other subjects. This pattern continues into Key Stage 2, where pupils have made good, and in 2005 outstanding, progress by the end of Year 6. Progress has recently been particularly good in mathematics and science. Standards overall have risen sharply since 2001, when they were exceptionally low. The results in 2006 were again above average in mathematics and science, where progress was good, but were below in English, especially in writing. Pupils with learning difficulties and disabilities make good progress in maths and science and satisfactory progress in English. The school sets challenging targets for pupils' attainment and

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Grade: 2

they usually achieve well. The recent initiatives to raise standards in writing are having a positive impact through the school and it is evident that pupils' progress is accelerating. There are some examples of above average standards in other subjects, for example in the art and design work around the school.

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Grade: 2

Pupils' personal development is good, because provision for their social and moral development is outstanding. Therefore, from their time in the nursery, the children gain in confidence and independence, and develop good relationships with each other and adults. Nevertheless, a few boys in Year 2 have difficulty in sharing and taking turns. The school's strategies for encouraging good behaviour are implemented consistently and consequently the behaviour of the older pupils is often very good. Because they have many opportunities, pupils take their responsibilities seriously and are sensible in taking the initiative. They say that there is little bullying and when it occurs it is dealt with rapidly by the staff. Pupils respond well to the initiatives to make playtime more purposeful and enjoyable. Provision for pupils' spiritual and cultural development is good, so that pupils develop a thorough appreciation of their own and other cultures. Most thoroughly enjoy their

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Grade: 2

time in school, although some of the older boys are less enthusiastic about reading and writing. Attendance has been rising steadily and is now above average. The school 3 Inspection Report: Coppice Primary School, 16 November 2006 and class councils make a good contribution to pupils' understanding of the wider world.

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Grade: 2

The Foundation Stage teachers have a good understanding of the needs of young children and provide them with activities that will help them to develop rapidly, particularly their personal and communication skills. There is a good balance between adult directed and free choice activities. Good relationships through the school enable lessons to move on briskly, and discipline that is often outstanding ensures that there is little disruption in most lessons. Pupils therefore mostly concentrate very well, sometimes with a buzz of purposeful activity. Teachers know precisely what they want their pupils to learn and share these intentions with them, giving them the opportunity to evaluate how successfully they have learnt. Classrooms are bright, stimulating places with good quality displays. Teaching assistants work well with the pupils they support, enabling them to make good progress.

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Grade: 2

The school provides its pupils with a rich and varied curriculum which often makes learning come alive with a range of visits and visitors. Specific topic days, such as the 'European Language Day', extend pupils' horizons, as does tuition in French. Very effective strategies have been implemented, especially in mathematics and science, to interest and involve the boys. The personal, social and health education programme is particularly effective. An above average time allocation is given to physical education, with a good range of activities to support health and fitness. Links with other institutions and agencies are used very well to enhance the curriculum and to promote the learning of particular groups. For example, links with the local secondary school are used well to extend and challenge the most able and to bring expertise to such subjects as art and design and science.

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Grade: 2

Care, guidance and support are good. All necessary checks are carried out on those working in the school. Proper records are kept of all incidents and accidents and the appropriate action is taken. Child protection procedures are robust and pupils say that they feel safe, and that the school looks after them very well if they are hurt or upset. They appreciate the support given by midday supervisors to develop their relationships and the range of games that they play. Pupils' attainment and progress in English, mathematics and science are checked carefully through test results and teachers' assessments. Those who need support are identified rapidly and the school has a wide 4 Inspection Report: Coppice Primary School, 16 November 2006 range of effective intervention strategies. Pupils with learning difficulties receive good support and therefore achieve well.

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Grade: 2

Leadership and management are good. The headteacher and assistant headteacher work very closely and competently together. Senior staff have a sound understanding of their developing roles and carry out their responsibilities with enthusiasm and commitment. Parents' views are regularly sought and acted on, and they are very supportive of the school. All staff are involved well in the monitoring and evaluation strategies, for example scrutinising teachers' planning and pupils' books. Test results are analysed to show where progress is less than expected; for example the school has already implemented effective measures to raise attainment in writing. Monitoring of teaching by senior staff is mostly well focused and sharply evaluative, showing what has been effective and where improvements could be made. Planning for improvement is good, with a long-term strategic view, clarity about how priorities are to be tackled and inbuilt monitoring strategies. However, it is somewhat weaker

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Grade: 2

in showing how the school will evaluate its success. Governors carry out their roles well, with a good understanding of their responsibilities, and provide both support and challenge. 5 Inspection Report: Coppice Primary School, 16 November 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Coppice Primary School, 16 November 2006

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 2 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

2 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Coppice Primary School, 16 November 2006

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Coppice Primary School, 16 November 2006

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Text from letter to pupils explaining the findings of the inspection

17 November 2006 Dear Pupils Coppice Primary School, Roper Avenue, Marlpool, Heanor, Derbyshire, DE75 7BZ It was very good to meet so many of you when I visited your school yesterday; I enjoyed myself and particularly liked talking to some of you. Thank you for all your help and for answering my questions, particularly when you were trying to concentrate on your work. I want to tell you what I found out about your school. I think you are lucky to go to a good school where you do really well in maths and science because of the good teaching you get. I know that you can do better in English, especially with your writing. Try harder to use all the help your teachers give you to write well - and possibly the older boys could show a little more enthusiasm? Those of you who are really good at maths and science have opportunities to do much harder work so that you do as well as possible, and this is starting to happen in English too. I have asked your teachers to do more of this in the

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Text from letter to pupils explaining the findings of the inspection

other subjects so that you can all do as well as possible in everything. The teachers help you by giving you targets in English and maths and when they mark your books they give you advice about how you can do better. I thought that they could do even better by doing the same thing with other subjects. There are lots of interesting things to do in your school, as well as all the clubs you have, and your classrooms are very interesting places. I liked looking at your art work, especially the Egyptian masks. Most of you behave well, and the older pupils sometimes behave excellently - but some of the younger boys could make more effort to take turns. The pupils in the school council take their jobs very seriously and are helping you to make more healthy choices of food. Your school takes very good care of you and makes sure that you are safe. Mrs Riley and the staff run the school well, so they know what needs to happen to make it even better.

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Text from letter to pupils explaining the findings of the inspection

My best wishes and I know that you will do well in the future. Mrs Pat Cox Inspector 9 Inspection Report: Coppice Primary School, 16 November 2006

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