The Coppice School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
2 - 19
Community special school

How Does The School Perform?

Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Ash Grove
Bamber Bridge

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As a new leadership team, you have worked with your staff to create a shared vision and clear direction for the school. A strong partnership with parents and carers is the foundation stone of the school. Staff work with parents during their children’s induction to ensure that pupils are settled on arrival in school and that staff know the pupils’ needs well. Typically, parents commented, ‘The Coppice School has a real vision for the future, they are constantly striving to provide the absolute best for our children and young people.’ Leaders and staff place great value on education, health and care plans. In agreement with parents, targets are set which are then broken down by teachers into realistic steps of progress. The progress made by each pupil over time is clear to see through the meticulous recording in school records. The most able pupils benefit from attending classes in the local mainstream school. This allows them to access learning that is both engaging and challenging. For example, records of progress for two pupils show how they successfully access science lessons and learn to use scientific equipment. Although the progress of pupils is clearly evidenced in individual records, leaders need to further develop their assessment system so that whole-school progress information can be analysed more readily to better inform school self-evaluation. You have worked well to address the areas for improvement from the last inspection. There has been a determined focus to improve staff knowledge and understanding of autism spectrum disorder (ASD). There is now a whole-school, well-embedded approach to managing the specific needs of pupils on the autistic spectrum. This good practice was recognised by the National Autistic Society (NAS) when the school gained the Autism Accreditation Award in September 2018. In individual classrooms and across the school, strategies to support pupils with ASD are embedded. For example, a consistent communication model ensures that pupils can communicate their feelings and needs and are able to respond to questions. Teachers plan carefully to meet each pupil’s sensory needs so pupils can fully engage in the learning process. School’s own assessment information shows that the vast majority of pupils with ASD now make expected progress in English and mathematics. This is a good improvement from the previous inspection. Leaders have also implemented a rigorous programme of monitoring to better evaluate the quality of learning. The leadership team is committed to continued training for all staff. As a result, there is a strong culture of improvement which is threaded throughout the school. For example, staff are still involved in a working party following the NAS accreditation to continue to drive improvements around ASD provision. The commitment to develop a range of leaders has resulted in shared expertise across the school and this has had a positive impact on pupils’ progress, development and outcomes. Staff at all levels feel empowered and are proud to work at The Coppice School. Since the last inspection, the governing body has also strengthened its skills. Governors have undertaken training and are now better equipped to challenge leaders and hold them to account. Governors have worked with the leadership team to gain first-hand knowledge of the school’s work. Visits to school with a specific focus have helped governors to understand how the school’s communication model supports pupils with ASD. Governors have also focused on pupils with complex needs and have a better understanding of how the school supports and meets these pupils’ needs well. Safeguarding is effective. The safeguarding team ensures that all safeguarding systems and procedures are robust. Records are completed in detail and concerns are followed up in a timely manner. The designated safeguarding lead follows up any referrals made to the local authority. Outcomes and actions are clearly recorded. Leaders work well to support children and families who need early help. They are proud of the strong relationships they have with parents and as parents typically commented, ‘The Coppice is like a family: the children are happy and so well cared for.’ The culture of safeguarding in the school is strong. Staff training is thorough and up to date. Staff know their pupils’ needs in great detail. Consequently, staff are sensitive to any changes in behaviour that may indicate a cause for concern.

The Coppice School Parent Reviews

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The Coppice School Catchment Area Map

Official pupil census data is not available for this school and we are unable to offer a heat map or likelihood of admission tool at this time.