The Coopers' Company and Coborn School

What Ofsted said

From the inspection on 12 May 2026

The school’s Christian ethos is central to the strong sense of family that pupils experience. Pupils consistently follow the school's motto, ‘love as brethren’. They reflect the values of kindness, empathy and respect in their excellent behaviour and attitudes towards staff and each other. They are proud of their caring school and take part in activities that help them get to know one another and develop a marked feeling of belonging. For example, all pupils learn country dancing and go on residential trips that build important social skills and deepen their understanding of each other. Pupils behave very well. Staff manage routines and behaviour consistently. Precise teaching, including through the use of effective videos, helps pupils understand what excellent behaviour looks and sounds like. As a result, pupils trust one another and feel secure; they are confident to leave their bags unattended at social times. Pupils are safe and bullying is not tolerated. Pupils have appropriate adults to talk to if they are worried. Pupils' attainment in public examinations is above national averages by the end of Year 11 and in the sixth form. Pupils benefit from expert teaching that builds their knowledge over time. Teachers introduce new content clearly, check how well pupils learn and provide extra support when needed. Pupils from disadvantaged backgrounds, those with special educational needs and/or disabilities and those with other barriers to learning achieve as well as their peers. Pupils enjoy their learning and thrive at this school. Their attendance is above the national average. Pupils take full advantage of the extensive extra-curricular programme, participating in clubs and activities that develop their talents and interests. They achieve notable success in sports, with some holding impressive national titles. Pupils are well prepared for life in modern Britain.

What the school should improve

• Leaders should continue to strengthen and embed the provision for special educational needs and/or disabilities, so that pupils’ needs are met with increasing precision and adaptations are consistently applied across subjects.
• Leaders should refine how they evaluate the impact of their work, so that improvement actions are timely and closely matched to need.

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