|Name||Old Sodbury Church of England Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||09 November 2011|
|Address||Church Lane, Old Sodbury, Bristol, BS37 6NB|
|Religious Character||Church of England|
|Number of Pupils||96 (46% boys 54% girls)|
|Number of Pupils per Teacher||15.7|
|Local Authority||South Gloucestershire|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||2.1%|
|Pupils with SEN Support||9.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school is smaller than the average primary school. Most pupils live locally and the large majority are of White British heritage. The proportion of pupils who speak English as an additional language is lower than average as is the proportion that have a statement of special educational needs. The proportion of pupils who are known to be eligible for free school meals is also below average. There are three classes in the school where children are taught in mixed-age groups. Children in the Early Years Foundation Stage are taught in a mixed-age Reception and Year 1 class. In 2009, the school gained Healthy School status.
This school provides an outstanding education for its pupils. It is an exceptional school which has made great gains in raising pupils’ attainment and accelerating progress by ensuring there is far more good and better teaching and greatly improving the climate for learning since the previous inspection. One of the key strengths of the school is the exemplary pastoral care that it offers. By the time pupils leave in Year 6 they are confident, well-rounded young people, ready to play their full part in the world beyond school. Almost all parents and carers are supportive, and even those who have some criticisms recognise that their children love coming to school. One parent reflected the views of many when saying, ‘For such a small school, Old Sodbury provides endless opportunities for my child to thrive and develop.’ Children get a good start in the Reception class. The wide range of stimulating activities provided means that children make good progress and are well prepared for the their work in Year 1. However, the outside area has not been well-enough developed to extend all areas of children’s learning. The rate of progress increases strongly between Years 2 and 6. By the end of Year 6, attainment has risen considerably and has been above average overall for the last three years. This represents outstanding achievement from their starting points and nearly all pupils meet or exceed their challenging targets. Pupils with special educational needs and/or disabilities receive very good support both in class and in small group or individual tuition sessions which enables them to make excellent progress in their learning. Pupils’ personal development is outstanding because they are encouraged to see their potential and are given the self-confidence to work hard and aim high. Their joy of school is palpable and is evident in the ever improving attendance rate, which is well-above average. Pupils’ develop very well as articulate, courteous and considerate young people, extremely aware of how to lead safe and healthy lives. A very positive atmosphere permeates the school, relationships are exceptionally strong and this results in very happy learners. One pupil spoke for many when saying ‘This is a great school... it is a privilege to be here.’ All adults work together extremely well to ensure that all pupils, whatever their difficulties or disabilities, are able to take full advantage of all that the school has to offer. Teaching is outstanding and makes a significant contribution to pupils’ significant rates of progress. Teachers have very good subject knowledge, give clear explanations and plan their lessons very well. Teachers use assessment criteria skilfully to encourage learning, to analyse and improve performance, and to set challenging targets for individual pupils. The curriculum ensures that learning is very meaningful and great fun. It matches pupils’ needs extremely well. Links between subjects are fully exploited to provide extensive opportunities for pupils to practise skills such as literacy and numeracy as well as those of research and enquiry. The driving force behind the school’s success is undoubtedly the gifted and dedicated headteacher. She leads the school with unflagging enthusiasm and determination and is very well supported by her deputy and all staff. The governing body supports the school well and plays a key role in promoting effective safeguarding and strong links with parents. Governors are increasingly becoming more influential in evaluating the work of the school and playing an active part in setting school priorities. There is a strong sense of teamwork and pride in what has already been achieved, coupled with a total absence of complacency. School self-evaluation is highly accurate. Most importantly, the school knows exactly what to do further to sustain its journey of excellence and this, together with the successful action leaders have taken to ensure impressive improvement since its satisfactory outcomes at the last inspection, means the capacity to improve further is outstanding.