|Name||Gillingstool Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||11 September 2018|
|Address||Gillingstool, Thornbury, Bristol, BS35 2EG|
|Religious Character||Does Not Apply|
|Number of Pupils||161 (54% boys 46% girls)|
|Number of Pupils per Teacher||21.3|
|Local Authority||South Gloucestershire|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||14.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Gillingstool Primary School is smaller than the average-sized primary school. The school is currently overseen by an executive headteacher, appointed in April 2018. A head of school has been in post since November 2017. The majority of pupils are from a White British background and the proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who have an education, health and care plan is also higher than the national average. The proportion of pupils eligible for free school meals is above the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Governors have not had the information they need to enable them to challenge leaders with sufficient rigour. Leaders’ actions to halt the decline in standards are too recent to have had any impact. The quality of teaching and learning is too variable. The revised strategies implemented by leaders have not had time to show impact on classroom practice. Teachers do not routinely plan learning which is matched to pupils’ starting points. Therefore, the most able pupils are not consistently challenged and those who require additional help are not supported to catch up. Teachers do not consistently use assessment to highlight misconceptions so that pupils are able to address these and build on what they already know, including in the accuracy of spelling and punctuation. Pupils do not make good enough progress by the end of Year 6. The proportion of pupils who reach the expected standards in reading, writing and mathematics is below the national average. Until 2018, the proportion of children who reached a good level of development in the early years had been consistently below the national average. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities do not make sufficient progress in reading, writing and mathematics. Governors’ evaluation of the use of additional funding provided for disadvantaged pupils and the development of sport is not precise enough. The curriculum has not enabled pupils to develop their knowledge and skills across a wide range of subjects. Absence and persistent absence rates are above the national averages. The school has the following strengths The interim leadership team of the school is committed to providing the stability and direction required after a period of change. Staff and adults in the early years have created an environment that is safe and nurturing. Children respond positively to adults and interact well with each other.