Monks Coppenhall Academy

Highlights from Latest Inspection

What is it like to attend this school? '

All different but one family' sums up this warm and nurturing school perfectly. Differences are celebrated and pupils from many different countries are welcomed with open arms.

Pupils are proud to attend Monks Coppenhall Academy.

They are kind to one another. They benefit immensely from the caring relationships that they enjoy with staff. This makes pupils feel happy and safe.

The school has high expectations of what pupils can achieve, including pupils with special educational needs and/or disabilities (SEND). Pupils are attentive in lessons. They have extremely positive attitudes to learning.

Most pupils achieve well, especially in English and mat...hematics.

The behaviour of the youngest children in the two-year-old provision through to pupils in Year 6 is exemplary. They are polite, courteous and show respect to all that they meet.

They instinctively open doors and happily check on how well others are feeling. At breaktimes, pupils play happily together. The atmosphere in school is calm and purposeful.

Lessons go ahead without any disruption.

Pupils carry out important leadership roles conscientiously. They learn how to contribute to their local and wider community, for example through their work on the school council or by raising money for charities close to their heart.

Pupils develop as very well-rounded citizens. They wear their special lanyards with pride to show that they are building one of the school's seven important qualities, for example that they are being resilient or showing empathy. Pupils enjoy a very wide range of clubs such as drama, art and football.

They feel especially fortunate to be able to take part in different residential trips before they leave at the end of Year 6. Pupils are exceptionally well prepared for life in modern Britain.

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

The teaching of reading is given the highest priority.

From the early years, children, including those in the two-year-old provision, are encouraged to develop a love of reading. The phonics programme begins as soon as children start in the Reception classes. Trained staff deliver the phonics programme well.

They regularly check how well pupils are learning their sounds. Staff swiftly intervene to support those pupils who need extra help. The reading books that pupils take home are well matched to their phonics knowledge.

This enables pupils to become fluent readers by the time they move into key stage 2.

The school ensures that pupils, including children in the early years, learn from an ambitious curriculum. Most subject curriculums are well established.

Teachers have developed their expertise over time and deliver these subjects well. They check that pupils have remembered what they have been taught before they introduce new learning. This enables pupils to gain the knowledge that they need to be successful in their future learning.

The school recognised that the curriculums in some other subjects were not as successful. As a result, the school has reviewed and refined these subject areas. However, due to weaknesses in the previous curriculums, some pupils have gaps in their knowledge.

In these subjects, some teachers are not as adept at designing learning that helps pupils to remember what has been taught over time. This hinders pupils' progress through the curriculum.

The school identifies the needs of pupils with SEND carefully and accurately.

Activities are adapted effectively so that pupils with SEND learn alongside their classmates. Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) benefit from a curriculum that is carefully broken down into small steps. This enables pupils to meet their individual targets and keep pace with the school's curriculum.

Pupils' behaviour is exemplary. In part, this is because everyone in the school community takes full responsibility for ensuring that pupils meet the high expectations that are set for their conduct. It is also due to pupils' real thirst for learning and their highly respectful attitudes.

Routines are established quickly and adhered to consistently well from the time that two- and three-year old children enter the school. This continues until they leave at the end of Year 6. Pupils across the school are kind and considerate to one another.

They welcome those who are new to the school and help them to settle quickly. Pupils have a strong sense of right and wrong. Pupils enjoy coming to school and this is reflected in their high attendance rates.

The school has established an exceptional programme to support pupils' personal development. Pupils build their learning over time and gain the important knowledge that they need to be happy, healthy and safe now and as they grow older. Pupils also learn how to become responsible and positive citizens.

They are taught about different religions, cultures and traditions. Pupils value being part of a diverse community. They are curious about the differences between themselves and others.

They apply their in-depth knowledge to form positive relationships that are built on mutual respect.

The school makes sure that the curriculum is enriched by a well-thought-through programme of trips and visitors. For example, theatre visits and aspirational activities broaden pupils' horizons and hopes for the future.

The school makes sure that all pupils, especially disadvantaged pupils and those with SEND, benefit from the exceptional opportunities on offer.

Parents and carers, including those of pupils with SEND, hold the school in high regard. Parents said that their children flourish at this school because of the way that staff meet individual needs.

The school is very mindful of staff's workload and well-being. Policies and procedures are regularly reviewed and updated when necessary to ensure that they are effective and do not place unnecessary burdens on staff. Staff feel appreciated as a result.

The governing board and trustees are committed to their roles and are generous with their time. They want the best for the pupils and, as such, they work productively with the school to bring about improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, some pupils have gaps in their learning. This is because of weaknesses in the previous curriculums. The school should ensure that gaps in learning are identified and pupils are helped to catch up with the expectations of the new curriculums.

• In some subjects, some pupils struggle to remember their previous learning. This is because activities are not chosen carefully enough to help pupils commit what they learn to their long-term memory. The school should ensure that teachers are well-equipped to deliver the curriculums and to help pupils to remember what they have learned.