Coppice Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
689
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01905 822700

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(04/10/2022)
Full Report - All Reports
63%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Shawhurst Lane
Hollywood
Birmingham
B47 5JN
01564826709

School Description

You and other leaders have maintained the good quality of education in the school since the last inspection. You have built well on the school’s many strengths and have taken effective action to deal with weaknesses. The school is a warm and welcoming place. The school’s ethos is one in which everyone is expected to do well and where individual talents are nurtured. You have achieved a good balance between promoting pupils’ academic achievements and supporting their personal development and well-being. Staff live up to the school’s aims of making sure that pupils are ‘happy, confident and prepared for life’. Since the school was last inspected, the results of tests and assessments at the end of key stage 2 have been consistently above average. Pupils who spoke to me during the inspection were invariably polite, mature and sensible. Pupils are well prepared for secondary school. You make sure to pay attention to pupils’ mental well-being and self-esteem. Several parents mentioned the ‘Thrive’ programme, saying how valuable it is to those who attend. The wide range of clubs and extra-curricular activities enhances the curriculum well. The many trophies in the entrance hall are testament to the school’s successes in sports and other activities. Pupils typically excel at gymnastics. Everyone is rightly proud that the Coppice’s gymnasts are national champions. Several parents who spoke to me and many who commented when completing the online survey (Parent View) mentioned that you and the deputy headteacher are approachable. They are happy to see you both in the playground every morning. More than this, they are confident that should they raise an issue or a concern it will be dealt with quickly and effectively. One parent commented, ‘The school is very supportive and I feel listened to whenever I have any issues.’ You place a high degree of importance on the professional development of teachers and support staff. You and the staff work closely and frequently with other schools, sharing knowledge and expertise and verifying teachers’ assessment judgements. You also offer support to other schools, should they need it. You are open to suggestion and change. There is no sense of complacency or lack of drive for improvement. You also believe strongly in accountability. You and other senior leaders are held closely to account by members of the governing body. Shared meetings between governors and the senior leadership team have enhanced transparency and improved the professional relationships between all parties. Teachers are held to account for the progress of their pupils through regular meetings at which the performance of individuals is discussed. Arrangements for the performance management of teachers are well established and robust. Leaders and governors are fully aware of the school’s strengths and aspects that require attention. Self-evaluation is carried out carefully and with attention to detail. For example, every aspect of the school’s inspection dashboard has been analysed and explanations sought in the light of the information. The school’s plan for improvement reflects the areas of relative weakness highlighted in the selfevaluation. It is closely focused on the things that will help the school to continue to move forwards. At the previous inspection, you were asked to take steps to make sure that pupils’ progress in key stage 1 matches that of older pupils. You were also asked to focus on the use of data to improve teaching and learning. These two matters have been dealt with successfully. Over the past four years, younger pupils, overall, have built well on their prior attainment. Where there have been variations in outcomes these were due to issues within the cohort, not to weaknesses in teaching. You have implemented a comprehensive system for the collection and analysis of information about pupils’ attainment and progress. You use it effectively both as a means of highlighting trends and looking at the performance of different groups, and for supporting teachers to make sure the needs of their pupils are met. During the inspection, I drew your attention to some information that was missing from the school’s website. In addition, the policy for equality of opportunity does not reflect the Department for Education’s guidance on how to fulfil the requirements of the Equality Act 2010. You realise that it needs to be amended in order to show how the school is complying with the public sector equality duty and to state the school’s equality objectives.

Coppice Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>15, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 112 responses up to 05-10-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>8, "agree"=>4, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>12} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>30, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 112 responses up to 05-10-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>36, "strongly_agree"=>44, "agree"=>17, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>13, "disagree"=>20, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>30, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>42, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>37, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>28, "disagree"=>1, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 112 responses up to 05-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>35, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 112 responses up to 05-10-2022
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 112 responses up to 05-10-2022

Responses taken from Ofsted Parent View

Your rating:
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