Coppice School, located in Doncaster, South Yorkshire, is recognized as a good school following its recent inspection on May 16 and 17, 2024. Under the leadership of headteacher Natalie Swearman, the school operates as part of the Nexus Multi-Academy Trust, which provides additional oversight and support. The school caters to pupils with severe learning difficulties, primarily those diagnosed with autism, ensuring that each student’s individual needs are met effectively. The environment is designed to promote safety and readiness for learning, with various spaces and resources available to help students remain calm and focused.
The curriculum at Coppice School is tailored to the abilities of its pupils, with high expectations for achievement. Activities are well-planned and aligned with the needs of the students, allowing them to develop skills in manageable steps. Communication is a central focus, with various techniques employed to assist pupils in expressing themselves, including the use of signs and symbols. The school emphasizes preparing students for life beyond Coppice, particularly for those in the sixth form, where life skills such as cooking and independent travel are prioritized.
The school excels in organizing its curriculum to meet diverse needs, placing pupils on appropriate pathways based on their abilities. While the curriculum is ambitious and generally well-structured, there are instances where the specific steps required for individual pupils could be more clearly defined. This occasionally makes it challenging for staff to accurately assess pupils' progress. The curriculum is enriched through thematic learning, allowing pupils to engage in trips and activities that enhance their educational experience.
Coppice School places a strong emphasis on communication, with reading and literacy being prioritized. Pupils who are capable of learning to read receive effective phonics instruction, and a variety of reading materials are made available to encourage engagement. The school fosters positive relationships and coping strategies within lessons, helping pupils to build self-confidence and retain knowledge.
Attendance at Coppice School is generally high, although some pupils may miss school due to medical appointments. The family support worker plays a crucial role in maintaining strong relationships with parents and assisting families in ensuring regular attendance. Pupils exhibit good behavior, demonstrating politeness and focus in class. The school effectively addresses sensory needs and provides additional therapies as required.
Personal development is a key strength of Coppice School, with opportunities for pupils to engage with the local community and participate in special events that broaden their experiences. The school has an active pupil parliament, allowing students to contribute to school leadership and address important issues. The number of students transitioning from the sixth form to employment or further education is steadily increasing.
Staff at Coppice School have worked diligently to refine the curriculum and pathways, with leaders being mindful of their workload during this process. The trust has provided effective support as the school continues to improve. Safeguarding measures are in place and deemed effective, ensuring a safe environment for all pupils.
While the school is performing well, there is a need for ongoing refinement in identifying the precise next steps for pupils within the curriculum. This will enhance the ability of teachers to assess learning accurately and support pupils in making further progress. Overall, Coppice School demonstrates a commitment to providing a high-quality education tailored to the unique needs of its students.
