Bridestowe Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to belong to this school.

They appreciate the strong relationships they have with adults who take the time to understand their needs. Staff consider how pupils can experience success. Many pupils say that the school feels like part of their family.

Pupils, including children in Reception, get on well together. They struggle to remember a time when bullying happened. Pupils feel certain that adults would help them if it did.

Leaders have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils know what is expected of them and rise to the challenge. Leaders carefully consider how pupils ca...n expand their understanding of the world beyond their local community.

Pupils enjoy the wide range of clubs and trips on offer, including the residential visit to Bristol.

Parents and carers appreciate the support that leaders have provided throughout the COVID-19 pandemic. They feel that leaders are approachable and 'go the extra mile'.

One parent said, 'The school encourages my child to thrive and grow through knowing their needs well.'

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum that excites and engages pupils. Learning is sequenced well to enable pupils to build their knowledge over time.

Pupils learn well in mathematics because they understand how their learning links with what they already know. Leaders have considered what they want pupils to learn and when they need to learn it. Teachers have secure subject knowledge.

This enables them to plan interesting ways for pupils to learn. Teachers check regularly on how pupils progress through the planned curriculum. However, assessment in some foundation subjects is not effective in enabling teachers to understand what pupils know and remember.

This means that teachers are not able to adapt the curriculum to close any gaps in pupils' knowledge.

Children in Reception settle quickly into routines because staff have clear expectations. This gives children firm foundations for further learning and prepares them well for Year 1.

Teachers plan activities to develop children's language and communication skills well. Children feel comfortable to talk about their feelings and emotions.

Leaders have recently introduced a new phonics programme.

They have delivered training to enable staff to teach phonics well. As a result, pupils learn to read through well-organised and accurate teaching. Pupils read books that are matched to their ability.

This builds their confidence and supports them to become fluent readers. Teachers encourage older pupils to read books from a range of authors. Pupils say that they enjoy listening to their teacher reading to them each day.

Teachers quickly identify pupils who need extra help to catch up. Leaders have delivered workshops to help parents understand the school's approach to teaching reading.

Teachers ensure that pupils with SEND can access the full curriculum.

They identify pupils' needs as early as possible. Teachers adapt learning to ensure that all pupils can succeed. Parents appreciate the personalised support that their children receive.

The majority of pupils behave well and show respect for others. They demonstrate positive attitudes to their learning and start work quickly. Pupils who are new to the school describe it as a friendly and welcoming place.

Leaders ensure that there is extra support, such as play therapy, for pupils who need help to manage their emotions.

Pupils have a variety of opportunities to participate in school life and the local community. They were proud to have their artwork displayed at the 2021 G7 Summit.

Pupils learn how to keep healthy, both mentally and physically. They compete in local sports competitions. Pupils know about different types of relationships and understand that healthy relationships rely on trust.

The trust and members of the local stakeholder board know the school well. They ask the right questions to find out how leaders check the quality of education. The local stakeholder board regularly gathers the views of pupils, parents and staff, and discusses the outcomes with leaders.

Most parents would recommend the school. They feel that leaders listen to them and communicate well.

Staff are proud to work at the school.

They feel appreciated by leaders. However, some staff feel that, although leaders consider their well-being, their workload is high.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe. There are many trusted adults to whom they can speak with any concerns. Staff understand the school's safeguarding procedures.

Leaders plan training that enables staff to identify pupils who may be at risk. The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence. Leaders ensure that families receive the support they need from professionals.

Leaders make the appropriate checks on adults who work at the school. Governors fulfil their duties in relation to safeguarding.

Leaders know about local risks to pupils, such as farmland safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in some foundation subjects is not effective in enabling teachers to understand what pupils know and remember. As a result, teachers are unable to adapt teaching to close any gaps in pupils' learning. Leaders need to ensure that assessment procedures in foundation subjects are effective.

• Some staff feel that their workload is high. As a result, they feel that they may not be able to provide the best learning for pupils. Leaders need to consider carefully the policies and procedures in the school and the impact these have on staff workload.