Coppull Parish Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
202
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0300 123 6707

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(21/02/2023)
Full Report - All Reports
55%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Roe Hey Drive
Coppull
Chorley
PR7 4PU
01257791669

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. On joining the school in September 2016, you quickly identified and celebrated the many strengths in the school. Your clear guidance to staff has led to further improvements in pupils’ outcomes, especially in writing and mathematics. Staff say that they are well supported in this school and teamwork is a key feature, where all play a role in school improvement. Teaching and learning are monitored regularly and used well to inform the performance management of teachers. You, governors and other leaders are not complacent and recognise that the school can be even better. Your priorities for school improvement are sharply focused on the analysis of pupils’ outcomes. You rightly have identified the need to develop pupils’ understanding of what they have read to a higher standard. You also recognise the need to support language development in Reception and key stage 1. You have plans in place to further develop pupils’ mathematical reasoning. You and your team have taken effective action to address the areas for improvement from the previous inspection. Pupils, including lower-ability pupils, make good progress in writing due to the high priority given to this area. As a result, writing is a strength of the school. In the Reception class, opportunities for children to write are evident in all areas. Your teachers carefully structure the writing activities so that they appeal equally to boys and girls. The clear teaching of the characteristics of writing throughout school enables the most able pupils to develop a mature style of writing by Year 6. For example, one pupil wrote about how ‘the white and purple rocks surrounded the vast chunk of land’. Pupils are given opportunities to write at length. One pupil told me that this was his favourite thing about school as it, ‘gives me time to let my ideas burst’. Governors are ambitious for the school and, quite rightly, have confidence in you and your leadership team to continue to deliver improvements. Governors receive good-quality information about the work of the school and, in particular, pupils’ outcomes. This information, coupled with governors’ first-hand knowledge of the school, means that they understand what the school does well and what it needs to do to improve further. As a result, you are challenged appropriately by the governors to ensure that pupils receive the best education possible. Behaviour is good. Pupils are polite and show respect and care for one another. Pupils demonstrate an understanding of British values. Tolerance and respect for others is clear in pupils’ work and in their behaviour. Social, moral, spiritual and cultural understanding is developed well. The bright, colourful and sometimes poignant displays encourage pupils to think and respond to their environment, the school’s faith and the experiences of others. This was especially true of the displays linked to Remembrance. Pupils learn about other European cultures, for example through their work on Christmas around the world. However, you and I agreed that this cultural understanding is not as well developed for cultures beyond the United Kingdom and Europe. Parents value the way in which leaders are using different ways to communicate with them. One parent spoke about the progress her child has made, telling me that her child has, ‘come on amazingly, both academically and socially. She feels that teachers ‘are as proud of her as I am’. Safeguarding is effective. The strong culture of safeguarding is evident across every aspect of the school’s work. You and your staff know each pupil well, and provide high levels of support and guidance. Your pupils say they feel happy and safe in school and that they are confident that staff will deal with any problems they may have. They know how to keep themselves safe, including while online, due to the good teaching and guidance they receive. Pupils, for example, referred to the information displayed near computers which prompts them to report anything which makes them feel uncomfortable. Parents, too, speak positively about how well their children are looked after, and the care they receive. Training for staff is up to date. Likewise, policies and information on the school’s website take into account the most recent government guidance on safeguarding. Consequently, all safeguarding arrangements are fit for purpose and records are detailed and of a high quality.

Coppull Parish Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>18, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>11, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>3, "agree"=>6, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>5} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>34, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>32, "agree"=>28, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>36, "disagree"=>18, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>48, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 01-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>25, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 65 responses up to 01-03-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 65 responses up to 01-03-2023

Responses taken from Ofsted Parent View

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