Coppice Academy

Coppice Academy is a highly inclusive school where pupils, including those with SEND and disadvantaged pupils, are well supported to succeed. Inspectors found particularly strong practice in inclusion, leadership and governance, and personal development and wellbeing. Safeguarding standards are met. Leaders have built a culture of high expectations, strong staff training, close work with families and external agencies, and a wide personal development offer that helps pupils feel safe, valued and prepared for life beyond school. The school's curriculum and teaching, achievement, and attendance and behaviour are all secure at the expected standard. Pupils generally achieve in line with national averages by the end of key stage 2, and they develop well in reading, writing and mathematics. Disadvantaged pupils have not always achieved as well as their peers, but leaders have identified this and are taking effective action, with gaps narrowing, particularly in writing. Attendance is improving and persistent absence is reducing, although overall absence and persistent absence remain above national averages. The main areas for continued work are to embed the attendance strategy so vulnerable pupils are monitored and supported quickly, and to strengthen consistency in the wider curriculum, especially writing. The school is part of Arden Multi Academy Trust, and leaders work closely with trust leaders and governors; it also has a higher-than-average proportion of pupils with SEN support, which is important context for its inclusive work.

Strengths

• Highly inclusive culture where all pupils are supported to succeed.
• Pupils' needs are identified quickly and accurately, with regular reviews and swift adjustments.
• Thorough staff induction and training provide detailed knowledge of each pupil's needs.
• Strong partnership working with specialists, external agencies and families.
• Additional funding is used well to strengthen language and communication skills.
• Calm spaces and sensory areas help pupils with complex needs regulate emotions and build resilience.
• Leaders are deeply committed to high expectations and to pupils thriving academically and socially.
• Trust leaders and governors know the school well and provide detailed oversight and challenge.
• Staff feel valued and supported, with leaders considering workload and wellbeing.
• Comprehensive professional development, including coaching, modelling and training, helps staff develop rapidly.
• Personal development curriculum is comprehensive and well planned, including PSHE, relationships and online safety.
• Pupils benefit from a wide range of trips, clubs, music and leadership roles.
• Effective pastoral support and mental health provision help pupils feel known and supported.
• Pupils generally behave well, treat each other with respect and say bullying is rare.
• Broad, ambitious and well-sequenced curriculum with clear approaches to early reading, phonics, writing and mathematics.
• Robust assessment systems help staff identify strengths and address gaps in learning.
• Pupils are generally well prepared for the next stage of their education.
• Attendance is improving and persistent absence is reducing for all pupils, including disadvantaged pupils and those with SEND.
• Safeguarding standards are met.

Areas for Improvement

• Disadvantaged pupils have not always achieved as well as their peers, although leaders are taking effective action.
• National assessment outcomes are broadly in line with national averages rather than consistently above them.
• There is occasional variation in the development of pupils' knowledge and skills across some subjects, including writing.
• Overall absence and persistent absence remain above national averages.
• Leaders need to continue embedding the attendance strategy, closely monitoring patterns and intervening quickly for vulnerable pupils.
• Leaders need to strengthen delivery of the wider curriculum so approaches are consistent across all subjects, especially writing.

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 Coppice Academy attended 93.3% of sessions (the national figure for primary schools was 94.8%). 18.5% 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, 6.2% of pupils at Coppice Academy 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 Coppice Academy had 16.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 4.2% 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, 18.7% of pupils at Coppice Academy were on SEN support (nationally 15.4%) and 6.0% 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 2024–25 Coppice Academy received £7,385 and spent £7,575 for each of its 226 pupils. It ended the year with reserves of £68,000 (£300 per pupil).

Across all 6 schools of Arden Multi Academy Trust, income was £7,403 and spending £7,340 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Solihull · Solihull local authority: places and applications

Coppice Academy is part of Arden Multi Academy Trust, which runs 6 schools. The nearest others:

• Lode Heath School Solihull
• Arden Solihull
• Dorridge Primary School Solihull
• Park Hall Academy Birmingham
• Henley In Arden School Henley-In-Arden

What is Coppice Academy's Ofsted rating?

The latest Ofsted rating for Coppice Academy is Expected standard, from an inspection in September 2026.

When was Coppice Academy last inspected by Ofsted?

Coppice Academy was last inspected in September 2026.

How many pupils does Coppice Academy have?

Coppice Academy has 166 pupils on roll.

What age range does Coppice Academy cover?

Coppice Academy for pupils aged 7 to 11.

What are Coppice Academy's SATs (KS2) results?

In 2025, 60% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Coppice Academy?

Coppice Academy is at Coppice Road, Solihull, West Midlands, B92 9JY.