Coppice Junior School in Solihull, West Midlands, underwent an inspection on June 7 and 8, 2023, and received an overall effectiveness rating of good. The school has made significant progress since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good.
Pupils at Coppice Junior School are enthusiastic learners who enjoy attending school. They feel safe and supported by the caring staff who know them well and work diligently to nurture their talents and interests. The school fosters a welcoming atmosphere for new pupils and maintains effective communication with families, contributing to an inclusive community. High expectations for behavior are set by the leaders, and most pupils meet these expectations, demonstrating politeness and good manners. Pupils are aware of how to report bullying and trust that their concerns will be taken seriously.
The school offers a variety of clubs and activities, and pupils look forward to residential trips. They are knowledgeable about maintaining their health and actively participate in sports and tournaments. Some pupils take on leadership roles, which enhances their sense of pride. The school has experienced a period of change, with leaders, governors, and staff showing ambition for all pupils to succeed. Their efforts have led to improvements, particularly in the quality of education.
Reading is prioritized within the curriculum, and recent changes in phonics instruction have positively impacted pupils' learning. Staff are well-equipped to teach phonics, and those who struggle receive support to catch up. Teachers promote a love of reading through storytelling and high-quality resources. The curriculum is designed to build pupils' knowledge logically over the years, with clear expectations for learning in each subject. For instance, in art and design, pupils develop their drawing techniques progressively and can articulate their learning experiences.
While leaders provide guidance on the curriculum, there is some inconsistency in staff subject knowledge, particularly in mathematics, where resource selection may not always align with pupils' learning needs. Additionally, some pupils who are new to English require more support to develop their spoken language skills. The school is committed to including pupils with special educational needs and/or disabilities in all aspects of school life, with teachers identifying their strengths and needs effectively.
The new behavior management approach is helping pupils adhere to school routines, and most classes exhibit attentive and focused learning. However, a few pupils struggle to regulate their emotions, occasionally disrupting the learning of others. Consistency in managing these situations among staff is an area for improvement.
The curriculum also addresses pupils' understanding of life in modern Britain, with initiatives such as eco-councillors promoting environmental awareness. Governors are knowledgeable about the school and provide valuable support to leaders and staff, contributing to ongoing improvements.
The safeguarding arrangements at Coppice Junior School are effective, with staff trained to recognize and report concerns. Leaders emphasize the importance of safeguarding and maintain thorough record-keeping practices. The school collaborates with external organizations to support pupils and their families, teaching them how to stay safe both in school and in the community.
To further improve, the school should enhance support for the spoken language development of some pupils, particularly those new to English. Additionally, the implementation of the mathematics curriculum needs to be reviewed to ensure resources align with learning objectives. Consistency in behavior management practices among staff is also necessary to minimize disruptions to learning.
