Our Lady of the Rosary Catholic Primary School, Bristol

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Our Lady of the Rosary Catholic Primary School. They describe the school as a friendly and welcoming place.

Pupils understand how the school's values help them to persevere, work together and be understanding of others. Parents and carers speak highly about the school's community feel and appreciate the care and attention that staff show to pupils.

The school has high expectations for pupils' behaviour.

Pupils are polite and courteous, greeting visitors with a smile. They understand the school rules and follow them well, both in and out of the classroom. This starts in the early years, where children settle to new routines, follow i...nstructions and behave well.

There is a calm and purposeful environment in classrooms and around the school.

Pupils feel safe. They value the positive relationships they have with staff.

Pupils say that adults listen to them and support them with any worries.

Pupils enjoy a wide range of clubs, such as football, dance and netball. They value becoming members of the junior leadership team, language ambassadors and chaplains.

Pupils say these roles make them feel proud and allow them to set a positive example to others.

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

The school has high expectations for what all pupils can achieve. An ambitious curriculum has been designed that carefully considers what pupils need to know and when they need to know it, from the early years to Year 6.

Reading is prioritised. Staff and pupils share a love of reading. Pupils read a range of texts with increasing fluency and accuracy.

They say that reading helps their 'brains to grow'. Pupils enjoy listening to adults read them stories. They talk enthusiastically about how the books they read, such as 'Holes', help them to understand the consequences of their actions.

Children begin learning phonics as soon as they start school. They learn and remember new sounds well. All staff benefit from the training they receive to teach phonics and reading effectively.

Books that pupils read match the sounds they learn, which helps them gain confidence. If pupils fall behind, they receive the support they need to help them catch up quickly.

The school's mathematics curriculum is designed and sequenced well.

This starts in the early years. Teachers use resources effectively to develop children's mathematical understanding. They explain new concepts clearly and model mathematical vocabulary well.

As a result, children confidently describe patterns in number.

In some wider curriculum subjects, the school is developing the systems to check on what pupils know and remember. Some teachers do not routinely check on what pupils have remembered over time well enough.

As a result, pupils do not build their knowledge well over time. For example, in history, pupils can recall what they have learned about the Great Fire of London or Florence Nightingale. However, they struggle to make links between concepts such as empire and chronology.

This hampers the progress that some pupils make.

The school is ambitious for what all pupils with special educational needs and/or disabilities (SEND) can achieve. Staff know these pupils well.

Pupils' plans are precise. The school works closely with parents and external agencies to ensure that these pupils receive the help they need. As a result, most pupils with SEND learn the same curriculum as their peers.

Pupils of all ages play well together during social times. They move around the school calmly and sensibly. Children in the early years take turns and are eager to learn.

Disruptive behaviour is rare, which enables pupils to get on with their learning.

Pupils' personal development is a strength. The school provides pupils with a wide range of opportunities which align closely to the school's 'Habits of Mind'.

Pupils have a good understanding of fundamental British values, such as democracy and individual liberty. They know the importance of physical and mental health. For example, pupils learn about healthy eating and kitchen safety in their cookery lessons.

Pupils develop their characters by raising money for charities. This makes them feel responsible and enables them to help others in their community. Pupils are well prepared for life in modern Britain.

Governors know the school's strengths and areas for improvement well. They hold leaders to account for their actions effectively. Staff are proud to work at the school.

They appreciate the way in which leaders support them and consider their workloads.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is still being developed in some subjects.

It is not yet used well enough to check that pupils have remembered the knowledge they have been taught. As a result, pupils do not build their knowledge well enough over time. The school needs to ensure that teachers use assessment effectively across all subjects and use this information to inform future learning.