Bristol Cathedral Choir School


Name Bristol Cathedral Choir School
Website http://bccs.bristol.sch.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 12 January 2016
Address College Square, Bristol, BS1 5TS
Phone Number 01173535000
Type Academy
Age Range 11-18
Religious Character Church of England
Gender Mixed
Number of Pupils 1069 (48% boys 52% girls)
Number of Pupils per Teacher 16.8
Academy Sponsor Cathedral Schools Trust
Local Authority Bristol City of
Percentage Free School Meals 7.9%
Percentage English is Not First Language 17.3%

Information about this school

Bristol Cathedral Choir School opened as an academy sponsored by the Bristol Cathedral School Trust in September 2008. The Trust also sponsors the Cathedral Primary School on the same site. The previous school was an independent fee-paying school. The intake of pupils changed significantly from the opening of the new academy. The academy will transfer to a multi-academy trust, the Cathedral School Trust (CST), on 1 February 2016. The academy is smaller than the average-sized secondary school, but with a sixth form that is larger than is usual for a school of this size. A significant proportion of learners join the sixth form from other schools in the city and beyond. The pupil population is diverse. The academy takes pupils from around 60 primary schools, the vast majority from within a three-mile radius of the academy. A slightly higher than average proportion of pupils is from minority ethnic groups and this includes a very wide range of different groups. However, few speak English as an additional language. The academy has a distinctive Christian ethos, but welcomes pupils from all faiths and those with no faith. The proportion of pupils supported by the pupil premium is below average. The pupil premium is additional funding for those pupils known to be eligible for free school meals and children who are looked after by the local authority. While the overall proportion of disabled pupils and those who have special educational needs is lower than average, the proportion with a statement of special educational needs or an education, health and care plan is much higher than average. The academy is committed to working with the local authority and with local headteachers to support vulnerable pupils, including those at risk of permanent exclusion from other secondary schools. In 2015, the academy met the government’s current floor standards, the minimum expectations for the attainment and progress of pupils by the end of Year 11, and the current minimum standards for 16 to 19 learners. At the time of the inspection of the academy, no pupils were being educated off site in alternative provision.

Summary of key findings for parents and pupils

This is an outstanding school The Principal provides outstanding leadership and a clear vision that gives everyone in the academy a strong sense of common purpose. He is supported well by other senior leaders and by the outstanding governing body. The ethos and culture of the academy are outstanding. Pupils from a wide and diverse range of backgrounds, faiths, beliefs and values come together in an exceptionally harmonious environment where all are respected, valued and supported to do well. Pupils’ spiritual, moral, social and cultural development is outstanding. It permeates all aspects of the life of the academy. The collective sense of moral purpose is powerful. The behaviour of pupils, and learners in the sixth form, and their attitudes to learning are exemplary. They make highly significant contributions to the ethos and culture of the academy. Pupils’ achievement by the end of Year 11 is exceptional. It is outstanding in all aspects and for all groups of pupils. Achievement is good for learners in the sixth form and improving rapidly. The leadership of subject teaching, learning and assessment is very strong. Most teaching, learning and assessment in all subjects and year groups is outstanding, and none is less than good. The monitoring of the quality of teaching, learning and assessment, and of pupils’ progress, by senior and subject leaders, is rigorous. It is very effective in driving continuous improvement. Heads of house play a vital role in checking the all-round personal development, welfare and well-being of each pupil. The support for individual and small groups of pupils is hugely impressive in quantity and quality, and highly effective. The curriculum provides a very good breadth and balance of subjects and experiences. It prepares pupils and sixth form learners well for their next steps. Pupils and sixth form learners are provided with a rich diet of high-quality experiences to broaden their personal development. The range and quality of musical activities are exceptional features of the academy.