Filton Hill Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress regardless of their starting points. Pupils' attainment has improved and is broadly average by the end of Year 6.

Teaching is good, enabling pupils to improve their skills in literacy and numeracy, and provides opportunities for them to develop expertise in discussion and collaborative working. Pupils' behaviour is good. Pupils are keen to learn, and work hard in lessons.

Pupils feel safe and are well cared for in the school. Learning activities in Reception ensure children make good progress and that they quickly develop the skills they will need ready for Year 1. The development of reading skills is good, with... letters and sounds (phonics) being taught effectively.

The quality and skills of the senior leadership team have improved from the last inspection and provide good support for the headteacher to drive improvements in the quality of teaching and pupils' achievement in the school. The governing body is very effective at holding the school to account for the progress of all groups of pupils in the school. This is an inclusive school that ensures all pupils are ready and able to learn and achieve.

It is not yet an outstanding school because : The quality of teaching is not outstanding because pupils are not always given detailed feedback on their work in all subjects that would help improve their work, and are not given sufficient opportunities to make those improvements quickly enough. Higher-ability pupils are not always stretched enough in lessons to make fast enough progress.

Information about this school

Filton Hill is a smaller than average-sized primary school.

The proportion of pupils eligible for support through the pupil premium (additional funding for children looked after by the local authority, pupils known to be eligible for free school meals and those with a parent in the armed services) is higher than the national average. Currently, there are no pupils from forces families in the school. The proportion of disabled pupils and those who have special educational needs supported through school action is in line with the national average.

The proportion of pupils supported at school action plus or with a statement of special educational needs is also close to the national average. The proportion of pupils from minority ethnic backgrounds is a little over half the national average, as is the proportion of pupils who speak English as an additional language. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress.

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