Coppice Primary School

What Ofsted said

From the inspection on 7 July 2026

Pupils feel safe and well cared for at this welcoming school. They are friendly and kind towards each other and with staff around the school. Staff build positive and trusting relationships with families. Leaders make sure that those who are new to the school, including those who speak English as an additional language, settle quickly. As a result, pupils feel valued and part of a thriving school community. Pupils enjoy learning because teachers make it interesting and informative and help pupils to learn new skills. For example, teaching recaps knowledge and makes meaningful links between subjects, which helps pupils to remember what they have learned before. On the whole, pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged, achieve well. Pupils appreciate the support they receive from staff if they need help with their learning. Pupils show the Coppice values through how they behave in classrooms and at social times. They take responsibility for themselves and others, following staff instructions promptly. At lunchtime, pupils show kindness when they play together. Respectful relationships ensure that pupils know who they can talk to if they have any worries. Pupils are clear that bullying rarely happens, and that staff will deal with it quickly and effectively. Improving attendance remains a key priority for leaders. They work closely with families and external agencies to provide the support that pupils need to attend regularly. This work is having a positive impact, with consistent improvements in attendance for pupils across the school. Pupils enjoy a wide range of opportunities that broaden their horizons and help to prepare them for their next steps. For example, the school's annual 'work week' enables pupils to visit real workplaces as well as hear from inspirational visitors. Pupils enjoy showcasing their learning, such as through art exhibitions or presentations to their families. They readily take on leadership roles, such as reading ambassadors, and understand how they are supporting younger children with their reading and language. Pupils develop confidence, resilience and independence and a secure sense of belonging.

What the school should improve

• Leaders should ensure that adaptations to teaching are consistently fully matched to pupils’ individual needs so that pupils can build the knowledge they need to make as much progress as possible over time.
• Leaders should ensure that teaching is adapted more precisely to ensure that pupils are supported to grasp and think deeply about subject content and overcome any misconceptions they may have.
• Leaders should continue to cement the school's approaches to securing high attendance, making any adjustments to tighten systems and processes when required.

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