North Road Community Primary School

Inspection of North Road Community Primary School North Road, Yate, Bristol, Avon BS37 7LQ

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Inspection dates: 19 and 20 October 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 19 and 20 October 2022

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What is it like to attend this school?

Pupils are well behaved and attend school regularly. They are polite, kind and caring. Pupils believe everyone should be treated fairly and with respect. They say that everyone is special. The positive relationships between staff and pupils ensure learning and playtimes are enjoyable for all. Parents describe the school as a ‘family’.

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What is it like to attend this school?

Pupils are safe in school. They know the difference between bullying and falling out. They say that bullying rarely happens. If they have worries, pupils are confident that staff will help them. One parent comment typical of many was, ‘I know my children are in safe hands’.

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What is it like to attend this school?

The school values help pupils to make the right choices. They are proud to nominate their peers for ‘value bands’. Pupils who go above and beyond are rewarded with a ‘fruit Friday milkshake’. They enjoy celebrating each other’s achievements. Pupils are developing their understanding of how they can contribute to society positively.

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What is it like to attend this school?

Pupils look forward to taking on roles of responsibility such as house captains and school councillors. Enrichment activities, including after-school clubs and residential visits, help develop skills for life. Pupils know how to keep themselves physically and mentally healthy. Pupils’ personal development, their talents and interests are nurtured well.

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better?

Leaders have created an ambitious and clearly sequenced curriculum. Their high expectations for pupils’ learning are shared by all staff. Leaders have identified the knowledge they want pupils to remember from the curriculum across most subjects. Teachers help pupils to practise and remember prior knowledge, skills and vocabulary across most subjects well. For example, in mathematics, pupils use ‘fluency five’ activities to practise and remember key mathematical facts. These activities help pupils to know more, do more and remember more over time successfully.

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better?

Nonetheless, there are a few subject curriculums that are not as well developed. The essential knowledge leaders want pupils to retain is not identified clearly. This makes it difficult for teachers to plan and check precisely what pupils must know and remember. Pupils have superficial subject knowledge because teaching does not help to recap important content. For example, in history, pupils know when the Victorian era began but do not know about the British Empire.

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better?

Leaders have rightly made learning to read a priority. Children are introduced to high-quality texts right from the start. Staff skilfully support children to use the well- organised indoor and outdoor learning environments to explore stories successfully. The youngest pupils read books that closely match the phonics they learn. Teachers’ knowledge of phonics is secure. They correctly spot when pupils need extra practice. 19 and 20 October 2022

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Consequently, pupils make progress in building their phonics knowledge. This helps pupils read with confidence and increasing speed.

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There are clear and established systems in place to identify pupils’ special educational needs and/or disabilities (SEND) accurately. Pupils and parents are involved in the setting of individual targets. Leaders put appropriate support in place swiftly. This means pupils with SEND are supported well.

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Staff have consistently high expectations of pupils’ behaviour. This begins in the early years. Routines are quickly established. Pupils respond to each other and adults appropriately. Pupils are confident that staff will listen and help them if they have worries or concerns.

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The well-being of pupils, parents and staff has a high profile at the school. Leaders support staff to manage their workload. Staff appreciate leaders’ consideration and help. Leaders work well with parents to overcome any issues stopping pupils from attending school. For example, the school food bank supports families in need. Leaders’ work with families has successfully improved their children’s attendance.

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Pupils’ personal development, including that of disadvantaged pupils, is supported well. They understand the importance of democracy, tolerance and respect in our society. This is developed through discussion, debates and experience of voting for the school council. Pupils talk about different cultures and religions with sensitivity.

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The school’s governing body has systems in place to monitor and evaluate the effectiveness of leaders’ actions. They know the school’s strengths and areas for development. They provide challenge and support for leaders to help bring about positive school improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils are taught how to keep themselves safe. For example, they know not to share personal information.

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Safeguarding

Staff receive training to help them identify the needs of vulnerable pupils. They record concerns and share them with leaders responsible for safeguarding pupils. Leaders respond appropriately and swiftly. They work well with external agencies to seek advice and support for pupils and families in need.

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Safeguarding

Leaders complete the necessary safeguarding checks before staff and volunteers begin working at the school. The accuracy of safeguarding records is checked regularly by governors. 19 and 20 October 2022

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(Information for the school and appropriate authority)

 Leaders have not identified the essential knowledge they want pupils to know and remember across some foundation subject curriculums. This means pupils do not remember some of the key concepts. They are unable to build on prior learning and make connections between concepts taught. Leaders need to identify the essential knowledge pupils must know and remember across foundation subject curriculums.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 19 and 20 October 2022

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School details

Inspection number 10227996 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Website www.northroadprimaryschool.co.uk

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School details

Date of previous inspection 28 February 2017, under section 8 of the Education Act 2005

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Information about this school

 The school is a South Gloucestershire local authority, maintained school.  It does not use any alternative providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, the senior teachers, staff, pupils, governors, including the chair of the governing body, and a local authority representative.  The lead inspector listened to pupils from Years 1, 2 and 3 read to a known adult.  The inspectors carried out deep dives in these subjects: reading, mathematics and history. For each deep dive, the inspectors discussed the curriculum with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to 19 and 20 October 2022

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teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also observed pupils during breakfast club and breaktimes, looked at pupils’ work and spoke with pupils and leaders about personal, social and health education and opportunities for pupils’ personal development.  The inspectors reviewed the school’s safeguarding documentation, including records of safeguarding checks carried out on staff working at the school. They considered how well the designated safeguarding lead acts on concerns about pupils’ safety and welfare. The inspectors spoke to pupils, staff and governors about safeguarding practices.  The lead inspector considered the responses to Ofsted’s online survey, Ofsted Parent View. She also took into consideration the responses to the survey for staff. There were no responses to the pupil survey.

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Inspection team

Marie Thomas, lead inspector His Majesty’s Inspector

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Inspection team

Darren Preece Ofsted Inspector 19 and 20 October 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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