School etc

Monks Coppenhall Primary School

Monks Coppenhall Primary School
Remer Street

phone: 01270 584438

headteacher: Mrs Karen Dutton

school holidays: via Cheshire East council

365 pupils aged 4—10y mixed gender
420 pupils capacity: 87% full

160 boys 44%


205 girls 56%


Last updated: Aug. 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 371088, Northing: 357235
GPS coordinates
Latitude: 53.111, Longitude: -2.4334
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 16, 2011
Region › Const. › Ward
North West › Crewe and Nantwich › Crewe East
Urban > 10k - less sparse
Free school meals %

rooms to rent in Crewe

Schools nearby

  1. 0.4 miles Coppenhall High School CW14EB
  2. 0.4 miles Sir William Stanier Community School CW14EB
  3. 0.4 miles Sir William Stanier Community School CW14EB (843 pupils)
  4. 0.5 miles Broad Street Nursery and Infant School CW13UD
  5. 0.7 miles Oakefield Primary and Nursery School CW13SL
  6. 0.7 miles St Michael's Community Academy CW13SL (386 pupils)
  7. 0.8 miles Church Coppenhall Junior School CW13SL
  8. 0.8 miles Focus School - Crewe Primary Campus CW14PP (31 pupils)
  9. 0.8 miles Cheshire East Pupil Referral Unit CW12PZ (45 pupils)
  10. 0.9 miles Crewe Secondary Unit CW13DT
  11. 0.9 miles Brierley Primary School CW12AZ (200 pupils)
  12. 0.9 miles Hungerford Primary School CW15HA (466 pupils)
  13. 0.9 miles Beechwood Primary School and Nursery CW12PH (353 pupils)
  14. 0.9 miles Victoria Community Technology School CW12PZ
  15. 0.9 miles Adelaide School CW13DT
  16. 0.9 miles Adelaide School CW13DT (38 pupils)
  17. 1 mile Mablins Lane Community Primary School CW13YR (475 pupils)
  18. 1.1 mile Willowview Education Centre CW14PQ
  19. 1.2 mile Underwood West Junior School CW13LF
  20. 1.2 mile Underwood West Nursery and Infant School CW13LF
  21. 1.2 mile Underwood West Primary School CW13LF (422 pupils)
  22. 1.3 mile Springfield School CW15HS (117 pupils)
  23. 1.4 mile Leighton Primary School CW13PP
  24. 1.4 mile Leighton Academy CW13PP (519 pupils)

List of schools in Crewe

Monks Coppenhall Primary School

Inspection report

Unique Reference Number 111064
Local Authority Cheshire East
Inspect ion number 356857
Inspect ion dates 16–17 February 2011
Reporting inspector Judith Straw

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 336
Appropriate authority The governing body
Chair Mr D Malam
Headteacher Mrs Karen Dutton
Date of previous school inspection 3 December 2007
School address Remer Street
Cheshire CW1 4LY
Telephone number 01270 685008
Fax number 01270 585731
Email address reveal email: h…
Age group 4–11
Inspect ion dates 16–17 February 2011
Inspect ion number 356857


This inspection was carried out by three additional inspectors. They visited 19 lessons
taught by 14 teachers. They held meetings with parents and carers, members of the
governing body, teachers and groups of pupils and attended a school assembly. They
observed the school's work and looked at pupils' books and assessment data and records,
the school improvement plan, school policies and checked safeguarding documentation
and procedures. Inspectors scrutinised 162 pupil, 28 staff and 66 parental and carer


The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas

  • the attainment and progress of pupils in mathematics
  • the progress of different groups of pupils and the quality of the curriculum for more-
    able pupils and pupils with special educational needs and/or disabilities to determine
    whether teaching is challenging enough
  • the pupils' behaviour, attendance and preparation for the next stage of their
  • the outcomes and quality of provision for children in the Early Years Foundation

Information about the school

The school is much larger than average. Most pupils come from a White British
background. The number from minority ethnic backgrounds is low and few pupils speak
English as an additional language. The proportion of pupils known to be eligible for free
school meals is more than twice the national average. The proportion of pupils with
special educational needs and/or disabilities is just above average, but the proportion with
a statement of special educational needs is low. The school has achieved recognition for
its provision as a Healthy School. It has an Inclusion Award, Artsmark Gold, Family
Learning Kitemark, the Activemark, Dyslexia Friendly School Quality Mark and in July 2010
received the Every Child Matters Quality Mark.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

Monks Coppenhall is an outstanding school which has demonstrably gone from strength to
strength since its last inspection when it was judged to be satisfactory. The school has
sustained some outstanding aspects in pupils' personal development and accelerated the
learning and progress of all pupils so that they are outstanding. From well-below-average
starting points on entry to the Early Years Foundation Stage, pupils reach above-average
attainment and their attendance is now consistently above average. Their achievement
puts them in the top five per cent of schools nationally.
Outstanding care, guidance and support, teaching and an excellent curriculum combine to
enable all pupils, regardless of their academic ability, to make outstanding progress. Pupils
reflect the high-quality care they receive in the genuine consideration they show to each
other and the enthusiasm with which they make a contribution to their local and wider
Children make a good start in the Early Years Foundation stage where they settle quickly
in the stimulating and exciting environment. However, opportunities for physical
development are restricted currently by lack of space and some activities can be over-
directed. High expectations for good behaviour and rapid learning are established even for
the youngest children so that they all make good progress. Excellent arrangements for
equal opportunities mean that all pupils progress equally well, including those with special
educational needs and/or disabilities. Progress is now as strong in mathematics as it was
already in English.
The dedicated headteacher, deputy headteacher and assistant headteachers lead a team
of staff committed to giving the pupils the best possible education. Together, they live up
to their mission statement, which is to be 'a school where education is about learners
experiencing the joy of discovery, solving problems, being creative, developing their self-
confidence and maturing socially and emotionally'. Excellent partnerships with others in
the local community and further afield are exploited to enrich pupils' learning and widen
opportunities. Self-evaluation is honest, rigorous and accurate. Since the last inspection,
all areas for development have been dealt with thoroughly. The school is in an excellent
position to make further improvements and has outstanding capacity to improve.

What does the school need to do to improve further?

  • Consolidate and build on the good provision in the Early Years Foundation Stage by:
  • - extending the space available for children's physical development
  • - furthering children's independent learning through planning more opportunities for
    them to choose their own learning activities.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
Outcomes for individuals and groups of pupils 1

In lessons, pupils work independently and are keen to learn. Their attitudes are always
positive and they are resilient. If they find a piece of work difficult, they become frustrated
sometimes and then try even harder. Pupils' excellent attitudes and behaviour are key
features of why they achieve so well and enjoy their learning so much. Pupils show great
respect for each other and support each other when working in pairs or groups. They have
well-developed listening skills and learn early on the importance of thinking answers
through. Pupils understand that they must be able to extend and justify their opinions or
ideas. In an outstanding English lesson in Year 3, pupils were first rehearsing and then
writing down elegant and creative sentences inspired by excellent teaching and the stories
of Beowulf. Pupils enjoy the creative ways in which topics are linked for them. For
example, when Year 4 pupils were learning about electrical circuits, they were set a
challenge to help archaeologists see in the dark of a Pharaoh's pyramid. This led pupils to
learn about electricity and electronic circuits. Pupils made torches from basic materials and
were able to explain how they worked.
Pupils explain confidently how the school helps them to keep safe and to be healthy.
There are numerous activities to suit every taste and nearly all the pupils engage in a club
or after-school activity. Every class is involved in growing fruit and vegetables which are
used in the kitchen. Pupils are committed to learning about how to preserve the
environment and enjoy lessons in the 'forest school' especially. The ECO committee
monitors the school's use of energy and constantly looks for ways to save energy and cut
down waste, for example, by organising recycling competitions. Pupils are generous in
giving time to support good causes and to supporting each other. There are playground
leaders, buddy-readers and a highly active School Council. Recently the School Council
designed and organised a sensory garden. An enterprise committee has just opened a
school stationery shop in the playground. The shop also sells a beautiful range of cards
which pupils have designed. Everyone gets involved in this school and because of their
good academic skills and positive approach their preparation for the next stage of
education is excellent.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teachers have very high expectations of all pupils and set challenging tasks. They know
how to create ideal conditions for learning. Teachers do not see any kind of special
educational need or any form of disadvantage as a barrier to achievement. They support
and engage individuals and that belief inspires pupils. Every classroom has a buzz of
activity and a sense of purpose. From a very young age, pupils work independently and
are keen to learn. Teachers praise and celebrate pupils' achievements regularly so that the
pupils' self-esteem and confidence blossoms. Pupils have the confidence to assess
accurately their own work and that of their peers. Teachers' expert assessment
procedures ensure that every pupil knows how to improve their work and reach their
The curriculum integrates all of the essential components that enable pupils to make
outstanding progress. Topics are chosen to enthuse and inspire. Pupils' learning
experience is wide and they develop numeracy, literacy and information and
communication technology skills rapidly through a diverse range of projects. Pupils enjoy
the opportunity to learn German especially. Teachers combine topics skilfully to broaden
pupils' horizons with the opportunity to learn about themselves. The means for supporting
pupils, guiding and advising them are built into the curriculum. Lessons are structured to
give pupils rich opportunities both in the classroom and in the wider world. Visits, such as
to the Imperial War Museum and the Menai activity centre, enhance learning by practical

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

experience. A wide range of clubs, many with a focus on fitness, ecological awareness and
communication skills, extends learning beyond the school day.
Teachers, teaching assistants, the learning mentor and other adults know their pupils
exceptionally well and support them expertly. The school has sophisticated monitoring
systems, which identify with precision any pupil in need of extra support or in danger of
falling behind. A wide range of strategies is used to give intense support for short bursts
to help many different pupils. Transition into school in the Reception Year and on to high
school at the end of Year 6 is managed expertly so that pupils are confident about moving
on, though regretful to leave behind a school that has given them so much pleasure. Care
is not limited to nurturing potentially vulnerable pupils. There is a culture of respect and
trust that infuses every aspect of this school. All adults and pupils care for each other and
the school provides a haven of peace and learning in the community.

These are the grades for the quality of provision

The quality of teaching 1
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

Leaders and managers are highly effective. The headteacher and the deputy headteacher
have a clear vision for Monks Coppenhall and this vision is shared effectively with all staff,
pupils and parents and carers. The school sets exceptionally high standards and the staff
rise to the challenge. The leadership and management of teaching and learning are
outstanding and have ensured that teaching has gone from strength to strength and the
progress that all pupils make is exceptional. Rigorous monitoring, evaluation and review
are embedded within all the school's work.
The governing body is knowledgeable about all aspects of the school. It supports the
school effectively and is involved in self-evaluation. Leaders and managers at all levels,
including curriculum leaders, are highly effective in promoting equality of opportunity,
tackling discrimination and promoting community cohesion. The results of this are seen in
the outstanding progress made by all pupils and in their good manners, awareness of
themselves and others and understanding of different cultures, beliefs and lifestyles.
Safeguarding is outstanding. All possible policies and procedures are in place because the
school takes very seriously its commitment to keeping pupils safe. As a result, all pupils
are entirely confident that they are safe and well cared for in school and the vast majority
of parents and carers agree. The school is regarded as a model of good practice in its
work in promoting the achievement and well-being of looked-after children.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackle d decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

Children enter the Early Years Foundation Stage with levels of knowledge and
understanding below what is expected for their age. Skills are well below average in
communication, language and literacy and numeracy. The children settle quickly into the
Reception classes and although progress is slower in the first half of the year it accelerates
so that, by the time they enter Year 1, they have made good progress and nearly all are
working at the expected levels. Children make excellent progress in their emotional and
social development, behaviour and attitudes to learning.
Teaching and learning are good across the Reception classes and there are examples of
excellent practice. Children love the way in which words and music are often combined
and in a warm-up session for a language and literacy session, pleasure was written all
over the faces of children about to sing about 'baby bear'. Teachers' planning is well
thought out and is influenced by what the children want to learn. Assessment is thorough
and children and parents and carers can see what children are achieving in their 'learning
journey' books. Tracking records are kept so that all adults know exactly how much
progress each child has made. Adults have a very good awareness of where children
might need some additional support, which they provide quickly. The indoor learning area
is colourful and supportive to learning, with a good range of resources. The outside area is
set out effectively so that children can experience all areas of learning, but with a
limitation on physical development because the area is rather small. Sometimes, sessions
are a little 'over-directed' so that not all children have a free choice about which activities
they are going to do.
Leadership and management are good. Children feel safe and happy because they are
well cared for. Parents and carers are very happy with what is provided and feel that they
can approach the school at any time with any concerns. Adults are engaged fully with

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

children and ensure they remain safe and healthy. Staff work together as a strong team
led by an experienced and highly competent leader.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The very large majority of the parents and carers who responded to the questionnaire and
all those who met inspectors were entirely happy with all that the school provides. Parents
and carers hold the school in high regard and are especially pleased with the way in which
the school helps children with any learning difficulties to make excellent progress. Two
parents felt that there was not enough time to talk to teachers about their children's
progress. Inspectors found that teachers are available at the end of each day and there
are parents' evenings when pupils' progress is discussed in detail.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Monks Coppenhall Primary School
to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 66 completed questionnaires by the end of the on-site inspection. In total,
there are 336 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 34 52 30 45 1 2 1 2
The school keeps my child
39 59 25 38 2 3 0 0
My school informs me about
my child's progress
30 45 31 47 4 6 1 2
My child is making enough
progress at this school
33 50 29 44 2 3 0 0
The teaching is good at this
33 50 30 45 2 3 1 2
The school helps me to
support my child's learning
31 47 29 44 5 8 1 2
The school helps my child to
have a healthy lifestyle
32 48 33 50 1 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
24 36 37 56 1 2 2 3
The school meets my child's
particular needs
28 42 36 55 0 0 1 2
The school deals effectively
with unacceptable behaviour
25 38 36 55 3 5 1 2
The school takes account of
my suggestions and concerns
21 32 41 62 2 3 1 2
The school is led and
managed effectively
27 41 35 53 2 3 2 3
Overall, I am happy with my
child's experience at this
34 52 30 45 1 2 1 2


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

February 18 2011
Dear Pupils,

Inspection of Monks Coppenhall Primary School, Crewe, CW1 4LY

Mr Wainwright, Mr Mackenzie and I enjoyed our visit to your school. You made us feel
welcome, talked to us openly and impressed us by your excellent manners, friendliness
and respect. Thank you for all the questionnaires you filled in for us. Well over a hundred
of you included comments such as 'school is brilliant', 'we are a fantastic school', 'we are
sensible and polite' and 'school is safe and kind' and we agree with you.
Monks Coppenhall provides you with an outstanding education and you are right to be
proud of yourselves and your school. By the end of Year 6, you are achieving standards
above the national average and your achievement puts you in the top five per cent
nationally. This is important, but just as important is your outstanding personal
development. You are becoming responsible young citizens. You develop good attitudes to
learning and to school because the headteacher and all the other adults in the school set
very high expectations of how you should behave and they make school exciting and
enjoyable. Everyone takes excellent care of you and ensures that you have the best
possible chance to succeed.
To make Monks Coppenhall even better, we have asked the school to look at
arrangements for the youngest children. We saw that children in the Reception classes
make good progress, but we noticed that they do not have much space for using the bikes
and other large equipment. Sometimes they are not able to choose their own activities
freely. You can play your part by continuing to behave as well as you do, enjoy your
lessons and attend every day.
Yours sincerely

Judith Straw
Lead Inspector (on behalf of the inspection team)


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