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  • The Coopers' Company and Coborn School
    St Mary's Lane
    Upminster
    Essex
    RM14 3HS
  • Head: Dr David Parry
  • T 01708 250500
  • F 01708 226109
  • E [email protected]
  • W www.cooperscoborn.org.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Havering
  • Pupils: 1,386; sixth formers: 450
  • Religion: Christian
  • Open days: Year 7: September; Sixth Form: January
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 23rd May 2017
    • 2 Full inspection 14th March 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 29th February 2008
  • Ofsted report: View the Ofsted report

What says..

Situated a good distance from the main road amid 25 acres of greenery, and home to a pond visited by ducks and geese, this school has no shortage of space and indeed great facilities and teachers, excelling in almost every subject. Coupled with its caring and supportive culture, it’s no wonder the school is seen to be responsible for soaring house prices in the area. Don’t expect the school day to finish when the final bell goes, however, with students expected…

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What the school says...

The Coopers' Company and Coborn School in Upminster is a dynamic, co-educational School for about 1384 pupils. Our mission is to produce confident and well-rounded individuals who, within a supportive and friendly community, have developed their potential academically, culturally and socially and are empowered to become positive and effective citizens within the 21st Century world, with the character to live out the principle of 'Love As Brethren'. ...Read more

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Business Studies & Econs at an English Comprehensive School (GCSE)
  • Excellent performance by Boys taking German at an English Comprehensive School (GCSE)
  • Excellent performance by Girls taking German at an English Comprehensive School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Girls taking Physics at an English Comprehensive School (Edexcel Certificates)

Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

What The Good Schools Guide says

Headteacher

Since 2013, Dr David Parry PhD MA MBA NPQH. Previously deputy head of the school since 2005, including a stint as acting headteacher. Did his teacher training at the Royal Central School of Speech and Drama (where alumni include Rupert Everett and French and Saunders); his BA in English and education, along with his masters in leadership and management, at Open University; and his PhD and more recently MBA at the UCL Institute of Education. When we visited, he was studying for a GCSE in physics with year 11s. ‘It’s part of our growth mindset culture - all staff take on board a challenge to show the students anything is possible,’ he explains, providing other examples of staff learning to play the saxophone, to sing, to learn a new language or to walk the...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The Coopers’ Company and Coborn School has relatively few students with Special Educational Needs, however, students with specific learning difficulties are well catered for within the requirements of the SEN Code of Practice. Some in class support can be provided if appropriate, and Individual Education Plans support the progress of students with learning difficulties. The students are closely monitored by the SENCO and other pastoral staff. We currently employ three Learning Support Assistants who provide in class support, as well as a Special Needs Assistant, and we offer an after school support club to ensure that homework is recorded properly and to give SEN students the chance to make a start on homework. We do not currently have an in school referral unit. All students are expected to undertake the full curriculum at Coopers Coborn, with differentiation and support from staff to support inclusion. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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