School Profile
What have been our successes this year?
The school has continued to build on its strengths by consolidating and extending activities throughout the school. We are well supported by our local community which has enabled good links to be made.
Use of Makaton has improved greatly throughout the school with training for staff and regular Makaton User Groups held half termly for parents, carers, professionals and others to come along and learn some signs and symbols. The use of Makaton throughout school has greatly enhanced communication between staff and students, enabling some students to access more areas of the curriculum and show greater understanding through the use of the signs and symbols.
There are regular links from Foundation stage to Key stage 2 at local Primary schools where the students have a chance to interact with other students and take part in a range of activities. Students from Year 6 and 7 particularly enjoyed Orienteering with a local Primary school. The younger students from the EYFS have a chance to go to a local playgroup regularly and have built strong links with the local church.
The school shares its site with a local secondary school, and have continued to build on links with this school by encouraging KS 3 and 4 to have regular visits to the school, participating in a wide range of activities including Physical Education and Science. Links with Goole College have continued with a group of KS 4 students who have been attending on a weekly basis to participate in drama and art activities.
Students in Lower School enjoy regular horse riding sessions on a rota basis at RDA. Swimming has continued to be an important part of the PE curriculum and Lower school continue to enjoy the benefits of having an on-site pool while KS 3 and 4 students attend Thorne Leisure centre on a weekly basis for structured swimming lessons. Links have been made with a local gym for Key Stage 5 students to use the cardio vascular equipment and to learn the importance of staying healthy.
The Lower School playground equipment is well used by the students and an Upper School project has been completed involving putting in an outdoor Gym which the School Council took a great part in choosing and designing. The students from KS 3, 4 and 5 benefit from this at break times and as part of their PE curriculum. The playgrounds outside KS4 and KS5 areas have been resurfaced and flowerbeds filled in so that the students can enjoy the outdoor areas more easily. There has been more outdoor equipment ordered and staff have taken part in playground training to enable them to interact with the students better at break times
There have been more inter-school activities involving sport this year including the Disport Athletics festivals at Sheffield and Leeds. Students have taken part in tournaments at Danum School and at Dearne Valley Centre with the other local special schools.
There have been more residential visits this year with groups of students going to Bendrigg Outdoor Adventures Activity Centre in the Lake District. The students were involved in lots of outdoor pursuits and had a fantastic time. Another group are having an overnight stay at Hatfield Water Park where they will be involved in a wide range of activities and there is another residential visit planned to Kingswood Peak Venture Centre at Penistone.
Drama has built on its successes from last year with a fantastic school production of the Wizard of Oz in the summer and a lovely Christmas Carol Service, both of which involved all the students in some way. The Christmas Concert was followed by a Christmas Fair outside the Hall, manned by KS 5 students. This proved to be a great success and fund raiser, enjoyed by students, parents and staff.
The improvement in the appearance and facilities of the school has continued with new windows in Upper School and the installation of fobbed doors in Upper School which has benefited the safety of our students.
The extra curricular clubs have been developed this year with clubs on offer every lunchtime and after school clubs twice a week.
Parents have been encouraged to join the family learning sessions which take place on Tuesday mornings and these have proved to be enjoyable for all involved. Activities have ranged from cooking to story sacks and have proved to be invaluable for parents coming together, sharing ideas and networking.
What are we trying to improve?
We are trying to improve our outside space especially the playgrounds by the addition of more seating areas for the students.
We ware undertaking PECS training for staff and parents to enable PECS to be used more consistently and effectively throughout school.
Three members of staff are currently doing post graduate diplomas in Autism to enhance their understanding of the condition.
Work is continuing to enhance the school environment with the replacement of lights, fitting of new doors and redecoration of areas of school.
A new sensory area is being planned in the Upper School area to be used by students throughout the school.
A sensory garden is planned to be built in the area near the tennis courts which will provide different sensory stimuli for students with various impairments.
How much progress do students make?
Throughout school we strive towards the students making at least 2 Pivats sub levels progress in all core subjects each year. Individual targets are set annually in the Summative assessments and at the Annual Review and termly in the students’ individual education plan.
The accredited work has been extended to include AQA Science delivered at Entry Level and Unit Award level to meets the needs of particular students, AQA ICT, Art, and design Technology have also been introduced at both Entry Level and Unit award level where appropriate.
Key Stage 5 students have undertaken the Challenge of the Duke of Edinburgh Award Scheme with some students achieving the Bronze Award and working towards the Silver, and others beginning the Bronze award. They have completed AQA Unit Awards for World of Work.
Key stage 4 and 5 students have continued to gain accreditation in ASDAN Life Skills Entry Level 1, 2 and 3, EDI Numeracy and Literacy Entry Level 1 and 2 this year. They have also started work on the ASDAN Personal Progress award.
How have our results changed over time?
Coppice School is a new school which opened on the 1st September 2008. There are currently only 2 complete school years (2008 – 2008 and 2009 – 2010) data available. Certainly there is much more accredited work being done in Upper School - KS4 and 5 - with the possibility of doing some accredited work in KS3 in some subject areas.
After analysing the Pivats data in core subjects over the 2 years we can see that the students are generally meeting or exceeding the targets that are set for them with only a few exceptions for which reasons have been identified and addressed. As staff have become more confident in their assessment and target setting using the new systems, students are set individual targets that really reflect their needs and are achievable in order for them to make progress.
How are we making sure that every child gets teaching to meet their individual needs?
Teaching in key stage 3, 4 and 5 is almost entirely from subject specific specialists. All accredited work is set at the correct entry or pre entry level for the individual student – not class. Throughout the school lessons are planned and differentiated to at least three groups in each class in order to meet the wide range of abilities. Students are supported in all lessons by Special Needs Assistants who are aware of their needs and work closely with the student to support them as necessary in order for the students to achieve their potential. All the staff use a wide range of information on students, using Pivats information, previous lesson evaluations and knowledge of the individual to plan appropriate work and this is linked to IEP’s and SEN statements.
The school is keen to involve outside agencies in the development of our children. We have close links with Connexions, EWO, Speech and Language Therapists, Educational Psychologists, Physiotherapists, Autistic Services amongst others. In addition we value the views and opinions of parents.
School has developed various activities and strategies with the help of an Autism Specialist and has been working hard to promote the use of Makaton throughout the day – from the morning routine, in lessons and at meals times to encourage responses and communication.
We have continued to maintain and extend the links with the local secondary school, primary schools, Doncaster College, Goole College and Doncaster College for the Deaf.
The school also have several staff that hold specific SEN qualifications.
What have students told us about the school, and what have we done as a result?
We take account of student’s views and have established good procedures for hearing their comments and what they have to say about the school. In addition we have a school council that meets weekly and makes numerous suggestions and involves its self in various aspects of school life. As a result we have:
• College placements
• A playground buddy system
• Prefects
• A paper recycling system
• A questionnaire sent annually to parents and children which is acted upon by the school senior management team
• Had an outdoor gym installed for the students to use at break and in PE lessons.
• Had several art competitions designed so that class groups can work together and build on their social and cooperative skills.
How do we make sure our pupils are safe and well supported?
The health, safety and individual needs of our learners are carefully catered for by:
• Ensuring staff have completed an online safeguarding children course and training.
• Careful supervision at all times
• Encouraging Healthy Eating both at lunch times and break times
• Putting individual care plans in place where they are regularly updated.
• Putting Behaviour Support Plans in place where they are required and regularly updated
• School nurse on site at all times
• Providing all staff with a 2 day course (Team Teach) to train in de-escalation and restrain techniques.
• Providing water bottles and a water fountain for all students
• Providing outdoor play areas and a range of stimulating toys and equipment
• Ensuring that all staff have basic First Aid training
• Issuing guidelines for child protection that are followed by all staff and overseen by a known officer
• Designating a member of staff as responsible for all Health and Safety issues
• Maintaining anti bullying and anti-racist policies
• Supporting vulnerable individuals e.g. attendance at Looked After Children reviews
What activities and options are available to students?
The school provides a wide and varied range of activities for learners including:
• Residential activity holidays
• Various games and sporting events
• Visits to local sports facilities: Gym, swimming etc…
• Visits to places of interest to support learning
• Links with other schools and colleges to take part in various activities.
• Parties at relevant times
• Concerts and talent shows
How are we working with parents and the community?
We give the highest importance to involving parents in the education of their children to ensure that the learners are happy and make good progress. To ensure this we have:
• Induction sessions for parents and students
• Termly meetings to discuss IEPs and progress
• Welcome packs and prospectuses
• Home visits where necessary for looked after children reviews
• Involvement in community activities
• Home/school books to maintain communication with parents
• News letters
• School web site
• Progress and achievement reports
• Frequent calls home to detail progress being made, to reinforce praise or to explain sanctions if needed
• Parent governors
• Annual reviews
This school is committed to developing positive links with parents and maintains an Open Door policy.
What do our students do after leaving this school?
When our students leave us at the age of 19 they join a range of colleges and Social Education Centres including:
• Goole College.
• Doncaster College.
• Sheffield College.
• Doncaster College for the Deaf and Linkage College.
• Thorne SEC.
• Hayfield SEC.
• Balby SEC.
• Conisbrough SEC.
Transition to colleges and SEC is aided by:
• Discussion with teachers
• Discussion at annual review meetings
• Visits to colleges and SEC
• Transfer Information
Transition plans are formulated with the help of Paula Dickson from Connexions at annual review meetings
Ofsted view of this school?
Ofsted says:
“Coppice has taken great strides forward since it opened, with significant developments made on all fronts. As a result, this new school already has some good features…the care, guidance and support provided is effective and involves strong partnerships with a range of agencies and close working relationships with parents and carers…there is clear evidence of the school’s capacity to sustain improvement.”
What have we done in response to Ofsted?
We have accelerated pupils’ progress by increasing the proportion of teaching that is good or better by working with and mentoring staff.
We consistently try to match work to the individual needs of the pupil, and have increased our use of signs and symbols throughout the school.
The curriculum has been developed throughout school, introducing themes throughout Key Stages 1 and 2.
Assessment and planning is monitored closely with moderation meeting held regularly to ensure consistence throughout school.
If you would like any more information about school policies, admissions, finance, school meals and our complaints procedure, please contact us:
By telephone: 01302 844883
Our Website: http://www.coppicespecialschool.com