Coppull Primary School and Nursery

What Ofsted said

From the inspection on 30 June 2026

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. 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. 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. 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 safe. They know how to keep themselves safe online, in their school and in the local community.

What the school should improve

• 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.

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