We have high expectations for each and every one of the children within our care irrespective of their ability or background. We want Coppice to be a school that aspires to achieve in every way: academically, personally and socially.Children are at the centre of everything we do at Coppice. Our school motto 'aspire, believe, achieve' is fundamental in all that we do. Through creativity, innovation, effective communication technologies and a cross-curricular approach to learning, our staff facilitate and engage learning, harness children’s talents and interests and enable children to leave Coppice as responsible citizens of the world and lifelong learners and thinkers. We have a purpose built IT suite, a specialist Art Studio, a Science Laboratory, a Library and a Music Room enabling us to provide high quality specialist lessons and a broad, exciting and motivating curriculum.Ĭoppice Primary School, a vibrant, happy, creative learning community Our aim is to provide a co-operative learning community where all achievements are celebrated and valued. In addition to the amazing location in which our school is set, we are able to offer our pupils extraordinary resources to support their learning. We work hard to ensure that this exciting outdoor location plays an important part in our learning. We are situated on Manford Way and enjoy extensive grounds as well as easy access on foot to the amazing Hainault Forest including nature reserve and lake. Our school is an inspiring place to be in! We are fortunate enough to be able to boast that we are a semi-rural school in an urban setting. It is a two form entry school, admitting 60 children each year with a nursery attached. The school met the government's current floor standards, which are the minimum expectations for pupils' attainment and progress at the end of Year 6.Coppice Primary School is part of The London Borough of Redbridge. The headteacher took over the running of the school in September 2015. The school meets requirements on the publication of specified information on its website. The school works with The Cube, a specialist support centre based at Cranbrook Primary School, to provide particular support for pupils with specific behavioural needs. The school runs a breakfast club and after-school clubs. The school provides full-time provision for 91 children in the early years, and 31 currently attend part time. The proportion of pupils known to be eligible for additional funding through the pupil premium is well above the national average. The proportion of pupils who have special educational needs is high, but the proportion who have a statement of special educational needs or an education, health and care plan is below average. The proportion of pupils from minority ethnic groups is high, as is the proportion who speak English as an additional language. Information about this school The school is much larger than the average primary school. The support and care of pupils is of good quality overall. However, they are not challenged to extend themselves consistently or rigorously enough. The most able and most able disadvantaged pupils make good progress. However, outcomes were below average in reading and mathematics. Provisional test results show that pupils achieved above-average standards in writing in 2016.
Pupils in key stages 1 and 2 make good progress. Well-planned activities and an excellent outdoor environment contribute to children consistently making better progress each year. Good manners and respect for others underpin pupils' relationships within this diverse school. Pupils' personal development, their behaviour and safety are good. This enables them to challenge and hold leaders to account for pupils' achievement. They use several approaches to check and confirm the school's effectiveness. These help them to evaluate the school's work and take action quickly to improve its effectiveness. Senior leaders use a range of effective systems to monitor teaching, learning and assessment. These strengths have been maintained against high staff t. Team planning and attention to the needs of pupils contribute to pupils making good progress. Together, they have re-shaped this vision for pupils to 'aspire, achieve' and 'believe' that they can do well. The headteacher has the very able support of the senior and middle leaders, who have a very good understanding of the school's vison. This has been possible because teachers and pupils are expected to 'achieve in every way'. Summary of key findings for parents and pupils This is a good school The strong leadership of the new headteacher ensures that all staff constantly maintain their focus on pupils achieving well. Coppice Primary School, Manford Way, Chigwell, IG7 4AL
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