Coppull Primary School and Nursery, located in Chorley, Lancashire, has been rated as good in its recent inspection conducted on June 14 and 15, 2022. The school has established a positive environment where pupils feel happy and proud to attend. Strong relationships between school leaders, pupils, and their families contribute to a supportive atmosphere. Leaders have set clear expectations for all pupils, which are understood and embraced by the students, including those in the early years. The school provides a nurturing environment where children, including those in the two-year-old provision, quickly adapt to daily routines and activities.
The school is committed to ensuring that all pupils, including those who are disadvantaged and those with special educational needs and disabilities, receive the necessary support to access a challenging and ambitious curriculum. Effective systems are in place to identify additional needs, particularly in the early years, ensuring that all children receive the support they need to succeed academically. Pupils report that incidents of poor behavior and bullying are infrequent, and they feel safe in the school environment. Staff are responsive to any issues that arise, ensuring a swift resolution.
Coppull Primary School offers a broad range of opportunities beyond the standard curriculum, promoting British values such as democracy and the rule of law. Pupils demonstrate tolerance and respect for diverse beliefs, contributing to a well-rounded education. The curriculum is well-organized, allowing pupils in key stages one and two to build on their knowledge and skills acquired in the early years. Children in the early years are provided with meaningful opportunities to enhance their communication and language skills, fostering strong learning habits and a rich body of knowledge.
While the curriculum in key stages one and two is ambitious, there are areas where leaders have received varying levels of training to enhance their subject expertise. This inconsistency can affect the quality of support provided to teachers in certain subjects. Leaders recognize the importance of reading and prioritize it from the early years, with children engaging in activities that promote literacy. Recent changes to the early reading and phonics programs are beginning to yield positive results, although some staff occasionally deviate from the agreed approach, which can hinder the development of pupils' reading skills.
Staff members are well-informed about the needs of their pupils, particularly those with special educational needs, allowing for timely and effective support. The governing body is supportive and holds leaders accountable for pupil achievement and curriculum quality. Leaders emphasize the health and well-being of pupils, teaching them about the benefits of exercise and healthy eating. Older pupils take on responsibilities, such as prefect roles and participation in the school council, fostering a sense of community and leadership.
Overall, pupils exhibit good behavior, demonstrating politeness and respect for their peers. Those who struggle with behavior receive appropriate support to engage in meaningful learning. Staff feel supported by leaders, who are approachable and have taken steps to reduce unnecessary workload. The safeguarding arrangements are effective, with a proactive approach to keeping pupils safe and ensuring regular attendance. The school collaborates with partner agencies to provide additional support for vulnerable pupils and their families. While the school is performing well, there are areas for improvement, particularly in ensuring consistency in the delivery of the reading curriculum and providing ongoing training for subject leaders to enhance the quality of education further.
