Copthorne Community Infant School

What Ofsted said

From the inspection on 12 May 2026

Pupils do not receive the quality of education that they deserve. They do not achieve as well as they should. Due to ineffective teaching, pupils do not develop the fundamental knowledge and skills they need in reading, writing and mathematics. Too many are below where they should be for their age, especially in reading. Children in the early years do not develop the knowledge needed to be ready for learning in Year 1. Some pupils do not attend school as regularly as they should or arrive on time. This means that they miss important parts of their learning. Most pupils behave well and try hard in lessons. Pupils who are disadvantaged or who have special educational needs and/or disabilities generally receive appropriate support. However, this does not ensure that some pupils learn or attend as well as they should. Pupils are encouraged to display the ‘Copthorne Characteristics’ by being kind and polite, trying their best, being hardworking, being team workers, bouncing back and being independent and honest. Pupils respond readily. They are enthusiastic ambassadors for the school's values. Pupils enjoy being creative and produce careful, attractive work in art lessons. They enjoy physical education and sports activities. This promotes pupils’ physical fitness well. The well-equipped play areas provide positive opportunities for outdoor learning and socialising. The school promotes a love of books by means of the regular class visits to the attractive library area. Pupils are happy and enjoy coming to school. They are polite, welcoming and proud of their school. Pupils care for one another and show kindness if anyone is upset. Bullying is not an issue because staff are quick to help if any friendship problems arise. Warm, positive relationships ensure that pupils are well cared for. This helps them feel safe.

What the school should improve

• Leaders should ensure that they take urgent action to improve the quality of the curriculum and teaching so that the areas of weaknesses are rapidly addressed, with particular regard to the early reading curriculum.
• Leaders should take urgent action to ensure that all pupils develop secure foundational knowledge and skills in English and mathematics, become fluent, confident readers, and that any gaps close quickly so that pupils are ready for the next stage in their education.
• Leaders should ensure that, by the end of Reception, children in the early years are fully prepared for Year 1 and are able to communicate, read, spell and acquire fluency in mathematics at a level that is appropriate for their age.
• Leaders and governors should ensure that they take suitable and timely action to deal with the areas of weakness in the school, basing their decisions on the best interests of pupils.
• Leaders should ensure that the support provided for disadvantaged pupils consistently reduces barriers to their learning and/or wellbeing.
• Leaders should ensure that their actions have the intended impact on raising overall rates of attendance and punctuality.

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