Coppull Primary School and Nursery

Coppull Primary School and Nursery is a larger-than-average primary school with a nursery, serving a community with above-average free school meals and well-above-average SEN support. Safeguarding standards are met. The school has notable strengths in early years, attendance and behaviour, and personal development. Pupils behave well, attend regularly, and benefit from a wide range of enriching activities. Early years children get off to a strong start, with early identification of SEND and effective phonics teaching. Leaders have taken effective action to improve attendance, and governors, staff, and parents are positive about the school's community role. However, several areas require improvement. Achievement, curriculum and teaching, inclusion, and leadership and governance are not yet at the expected standard. Some pupils, especially those with SEND, do not receive consistent support to overcome barriers to learning. Writing basics—spelling, handwriting, and sentence structure—are not secured early enough, so many pupils need extra help to catch up. Teachers do not always adapt tasks well for SEND pupils, and assessment strategies vary in impact. Leaders' checks on teaching are not developed enough to give an accurate picture of pupils' achievement or the impact of teaching, and staff training to support pupils with SEND is inconsistent. The next steps are clear: ensure early writing is taught systematically, adapt teaching more carefully for SEND pupils, and refine quality assurance so leaders have a better insight into teaching impact. Overall, the school has a solid foundation in several domains and knows what it needs to do to improve, but it is not yet providing a consistently good standard of education across all areas.

Strengths

• Safeguarding standards are met.
• Pupils behave well and show positive attitudes to learning.
• Attendance is improving, with leaders taking immediate action to support families.
• Early years provision is strong, with a well-thought-out curriculum.
• Children in early years, including those with SEND, learn phonics, vocabulary, and early writing.
• Early years staff identify children's needs early and work well with external professionals.
• Personal development programme is ambitious and provides a wide range of opportunities.
• Pupils benefit from career weeks, educational visits, and community events.
• Disadvantaged pupils and those facing challenges are well supported to attend trips and residentials.
• Leaders have created a culture where discrimination and bullying are dealt with swiftly.
• Pupils have positive relationships with staff and each other.
• Pupils can access calm spaces like the outdoor classroom, rainbow room, and indoor playroom.
• Pupils know how to keep themselves safe online and in the community.
• Mathematics teaching is strong; pupils secure a grasp of number.
• Teachers have appropriate subject knowledge and model vocabulary well.
• By the end of Year 6, attainment in reading, writing, and mathematics is close to national average.
• Disadvantaged pupils' performance in mathematics is above national average.
• Governors carry out statutory duties well and challenge leaders appropriately.
• Staff are happy; leaders consider workload and wellbeing.
• Parents are overwhelmingly positive about the school.
• The school sits at the heart of the community.

Areas for Improvement

• Some pupils do not secure basic writing skills (spelling, handwriting, sentence structure) early enough.
• Gaps in writing are not closed swiftly, so many pupils need extra help to catch up.
• Some pupils with SEND do not learn as much as they should because activities are not sufficiently adapted.
• Leaders do not check if the tasks some pupils complete help them to learn well.
• Teachers' assessment strategies have variable impact; some do not identify what pupils should do next.
• Sometimes the books given to pupils to read are too difficult.
• Inclusion: work to reduce barriers, especially for SEND, is not wholly successful.
• Some pupils with SEND do not receive the right help and support at the right time.
• The quality of extra help for SEND pupils is variable due to insufficient staff training.
• Leaders do not have an accurate enough insight into how pupils achieve across the school.
• Systems to check on the impact of teaching are not developed well enough.
• Leaders do not consistently provide staff with training to adapt learning for pupils who struggle.
• Staff sometimes lack the expertise to support pupils who need extra help.
• Some pupils in Years 1 to 6 are not helped to overcome barriers to learning well enough.
• Younger pupils sometimes do not learn to write fluently or form letters well.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Coppull Primary School and Nursery attended 93.4% of sessions (the national figure for primary schools was 94.8%). 21.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Coppull Primary School and Nursery were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Coppull Primary School and Nursery had 18.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 38.3% of pupils at Coppull Primary School and Nursery were on SEN support (nationally 15.4%) and 3.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Coppull Primary School and Nursery received £8,623 and spent £8,603 for each of its 260 pupils. It ended the year with reserves of £53,000 (£205 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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All schools in Chorley · Lancashire local authority: places and applications

What is Coppull Primary School and Nursery's Ofsted rating?

The latest Ofsted rating for Coppull Primary School and Nursery is Needs attention, from an inspection in September 2026.

When was Coppull Primary School and Nursery last inspected by Ofsted?

Coppull Primary School and Nursery was last inspected in September 2026.

How many pupils does Coppull Primary School and Nursery have?

Coppull Primary School and Nursery has 274 pupils on roll.

What age range does Coppull Primary School and Nursery cover?

Coppull Primary School and Nursery for pupils aged 2 to 11.

What are Coppull Primary School and Nursery's SATs (KS2) results?

In 2025, 63% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Coppull Primary School and Nursery?

Coppull Primary School and Nursery is at Park Road, Coppull, Chorley, Lancashire, PR7 5AH.