|Name||Churchill Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2014|
|Address||Pudding Pie Lane, Langford, Bristol, BS40 5EL|
|Religious Character||Church of England|
|Number of Pupils||183 (54% boys 46% girls)|
|Number of Pupils per Teacher||21.0|
|Local Authority||North Somerset|
|Percentage Free School Meals||2.7%|
|Percentage English is Not First Language||1.6%|
Information about this school
The school is smaller than the average-sized primary school. Most pupils are from White British backgrounds and very few speak English as an additional language. The proportion of pupils known to be eligible for the additional funding called the pupil premium is below average. This funding is provided for pupils who are known to be eligible for free school meals, in local authority care or who have a parent or carer in the armed forces. The proportion of disabled pupils and those who have special educational needs supported at school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school’s interim headteacher is a National Leader of Education.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress and achieve well across the school. By the end of Year 6 they reach high standards in reading, writing and mathematics. Teaching is good. Lessons are well planned and many include tasks which make pupils think and work hard. Teaching and learning in the Reception class are good so that children benefit from a strong start in their development. The interim headteacher has been successful in raising achievement. With good support from the governing body, she is taking effective actions to bring about further improvement. Pupils are proud of their school. They show respect for one another and towards adults. They feel safe and their behaviour is good both in lessons and around the school. Disabled pupils and those with special educational needs make good progress because staff understand their individual needs and provide well for them. Governors are effective and show a good understanding of the school’s strengths and weaknesses. The school’s emphasis on its values greatly supports pupils’ spiritual, moral, social and cultural development. It is not yet an outstanding school because: There is not enough outstanding teaching to enable all pupils to make the best possible progress. The strengths present in the school are not sufficiently shared among all teachers. The rates of progress that pupils make vary between classes. In some classes they make very rapid progress but not in others.