Copthorne CofE Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are at the heart of every decision in this caring junior school.

The school's support for pupils who are disadvantaged reflects a highly inclusive ethos. There are lofty ambitions for all, including those with special educational needs and/or disabilities (SEND). Pupils rise to meet the school's high expectations.

They keenly demonstrate the school values of courage, creativity, confidence, compassion and curiosity.

Published data for 2023 indicates that pupils were not always achieving positively in reading and mathematics. However, pupils now attain well.

They achieve success with reading, writing, mathematics and the wider curriculum.
<...br/>Pastoral care is a strength, ensuring that pupils feel happy, special and valued. Parents herald the compassion and commitment of leaders, saying they 'always go above and beyond.'

Pupils celebrate and welcome all faiths and cultures. The school nurtures individual needs as unique qualities. This is embodied by 'autism ambassadors,' an enthusiastic team of pupils with and without autism, who strive to make playtimes and school life autism friendly.

Well-being spaces such as 'Arthur's Place' and the reflection garden enhance mental health and happiness further. Pupils showed incredible patience and care for newly hatched ducklings, born on-site during the inspection. Pupils thrive with the rich opportunities that these special experiences bring.

What does the school do well and what does it need to do better?

Pupils with SEND blossom with high quality support. Staff collaborate to identify needs and design adaptations for pupils in every class in every subject. Dyslexia resources support pupils to work independently with pride and success.

Pupils with English as an additional language skilfully use translation software for valuable support. Parents value the clear communication and help they receive. At the last inspection, the new leadership team had recently formed, and there were weaknesses with the curriculum and phonics provision.

Since then, leaders have galvanised the school. The whole curriculum is now sequenced with clearly defined skills and knowledge. This has taken time to embed, so achievement was not reflected in published outcomes in July 2023.

Pupils are now achieving well across the school. The sharp focus on subject leadership and teaching has particularly benefited disadvantaged pupils, who are flourishing.

Reading is highly prioritised.

Pupils start every day engaging in high-quality reading lessons. They learn to read and analyse texts with effective guidance from staff. Anyone who struggles to read now receives dedicated support.

Staff are well-trained and knowledgeable, running small catch-up groups which provide effective help. Pupils read books matched to the sounds they need to practice. As a result, pupils become fluent and confident readers.

In writing, pupils plan and construct impressive narrative, argument and playscript texts. In mathematics, pupils grasp new concepts and apply them to solve problems. In subjects such as history and art and design, staff support pupils to acquire skills through appropriate activities, produce high-quality work, and remember more knowledge over time.

In core subjects, teachers check pupils' understanding precisely. This is less developed in foundation subjects, which means that teachers may not always identify and address misconceptions.

Behaviour is positive around the school.

Pupils are polite, respectful and kind. Relationships are warm, modelled by leaders and staff, who always take time to celebrate pupils' efforts. When pupils need help with their emotions, expert support helps them to regulate their feelings, so they feel settled and ready to learn.

Leaders are working hard to improve attendance as it is not yet high for all pupils.

The school prepares pupils for modern Britain with impressive work on online safety. Personal development is enriched through focussed projects such as healthy living week.

Pupils learn about faiths and beliefs through a suitable religious education curriculum. Physical education, sports events, a rich club offer and a wealth of playtime opportunities keep pupils active and healthy.

Leaders are ambitious, reflective and deeply caring.

The school engages well with support from the local authority. Professional development has boosted knowledge and expertise across the school. Staff are dedicated, proud and happy.

Morale is buoyant, as everyone feels part of the journey. Governors give expert support and diligent challenge, bolstering the success of this thriving school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Previously, pupils have not achieved highly in published data in reading and mathematics. This means that pupils may not have been well prepared for secondary school. The school must ensure that teaching and learning is consistently effective to ensure that pupils achieve highly in reading and mathematics by the end of key stage 2.

• Assessment is not fully embedded in some foundation subjects. In these areas of the curriculum, teachers may not always precisely identify and address gaps in pupils' knowledge. The school must ensure that assessment is used effectively across the whole curriculum to help pupils to securely learn and remember the key content over time.