Coppice Academy

What Ofsted said

From the inspection on 30 June 2026

Pupils thrive in this diverse and highly inclusive school. The school works closely with the many communities it serves, building positive and trusting relationships with families. Pupils are well supported from the moment they arrive each day. If pupils have concerns, staff make every effort to support them. Pupils feel listened to and feel safe. Pupils know how and when to share their feelings, and they get help as soon as they need it. Learning is carefully adapted to meet pupils’ individual needs, with additional support and resources provided where necessary. Parents comment positively on the high level of support and care provided for their children, especially pupils with special educational needs and/or disabilities (SEND). Staff have a deep understanding of the factors that can affect a child’s learning and wellbeing. They identify barriers early and act quickly to address them, for example in the support provided for pupils who speak English as an additional language. Pupils develop their skills well in reading, writing, language and mathematical skills because of the school's sharp focus on these key areas. Pupils, including those with SEND and disadvantaged pupils, achieve well from their starting points. Pupils know that leaders listen to and value their views. Pupils contribute to improvements across the school. For example, members of the school council played a key role in developing a trust-wide arts project. Pupils’ attendance is improving because leaders work closely with families to overcome barriers to regular attendance. Pupils behave well and show self-discipline, needing few reminders about expectations. Social times are calm and positive. Bullying is rare and dealt with quickly. Pupils treat one another with respect and celebrate their differences. Older pupils have a clear understanding of fundamental British values and know how to contribute positively to both the school and the wider community.

What the school should improve

• Leaders should continue to embed their attendance strategy, ensuring that they closely monitor attendance patterns and intervene quickly where concerns arise, particularly for vulnerable pupils.
• Leaders should continue to strengthen the delivery of the wider curriculum, ensuring consistent approaches to the development of pupils’ knowledge and skills across all subjects, especially in writing.

Read the full Ofsted report (opens in a new tab)