PSHE Matters has three key themes running through its teaching. We hope that by delivering our curriculum in this way will allow children to gain an in depth understanding of each aspect covered and prepare them for life outside of Coppice. Each year they will revisit prior learning and build upon this. For example, 'Being Responsible' is taught in year 1, year 3 and year 5. This means that your child will revisit key themes several times throughout their learning journey with us. This scheme has been updated and is in line with the new DFE requirements for teaching PSHE and RSE which came into effect in April 2021. Scheme of WorkĪs a school we use the Derbyshire County Council scheme of work ' PSHE Matters' . It is in line with the new DFE requirements. Please click here to open our PSHE policy. Please click here to open our RSHE policy. Alternatively, your questions may be answered by reading our policies.
#Coppice primary school nursery free#
If you would like to find out more about how we teach PHSE and RSHE feel free to speak to a member of the teaching team. As well as placing a strong emphasis on academic subjects, we also realise the importance of a delivering a broad and balanced curriculum which prepares children for life in modern Britain.Īs a part of your child’s educational experience at Coppice Primary School and Nursery, we aim to promote personal wellbeing and development through a comprehensive taught programme of Personal, Social, Health and Economic (PSHE) education that gives children and young people the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive and fulfilled lives, both now and in the future.
#Coppice primary school nursery full#
The school met the government's current floor standards, which are the minimum expectations for pupils' attainment and progress at the end of Year 6.PSHE and RSHE at Coppice Primary School and NurseryĪt Coppice Primary School and Nursery we encourage all children to achieve their full potential in all aspects of the curriculum. The headteacher took over the running of the school in September 2015. The school meets requirements on the publication of specified information on its website. The school works with The Cube, a specialist support centre based at Cranbrook Primary School, to provide particular support for pupils with specific behavioural needs. The school runs a breakfast club and after-school clubs. The school provides full-time provision for 91 children in the early years, and 31 currently attend part time. The proportion of pupils known to be eligible for additional funding through the pupil premium is well above the national average. The proportion of pupils who have special educational needs is high, but the proportion who have a statement of special educational needs or an education, health and care plan is below average. The proportion of pupils from minority ethnic groups is high, as is the proportion who speak English as an additional language. Information about this school The school is much larger than the average primary school. The support and care of pupils is of good quality overall. However, they are not challenged to extend themselves consistently or rigorously enough. The most able and most able disadvantaged pupils make good progress. However, outcomes were below average in reading and mathematics. Provisional test results show that pupils achieved above-average standards in writing in 2016. Pupils in key stages 1 and 2 make good progress. Well-planned activities and an excellent outdoor environment contribute to children consistently making better progress each year. Good manners and respect for others underpin pupils' relationships within this diverse school. Pupils' personal development, their behaviour and safety are good. This enables them to challenge and hold leaders to account for pupils' achievement. They use several approaches to check and confirm the school's effectiveness. These help them to evaluate the school's work and take action quickly to improve its effectiveness. Senior leaders use a range of effective systems to monitor teaching, learning and assessment. These strengths have been maintained against high staff t. Team planning and attention to the needs of pupils contribute to pupils making good progress. Together, they have re-shaped this vision for pupils to 'aspire, achieve' and 'believe' that they can do well. The headteacher has the very able support of the senior and middle leaders, who have a very good understanding of the school's vison. This has been possible because teachers and pupils are expected to 'achieve in every way'. Summary of key findings for parents and pupils This is a good school The strong leadership of the new headteacher ensures that all staff constantly maintain their focus on pupils achieving well. Coppice Primary School, Manford Way, Chigwell, IG7 4AL
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