Compass Point Primary School

Inspection of Compass Point Primary School South Street, Bedminster, Bristol BS3 3AU

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

p.1

Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 2 and 3 November 2022

p.1

What is it like to attend this school?

Staff value every pupil and want them to feel that they belong. Staff have high expectations for each pupil. They work hard to build a community that helps pupils to flourish and do their best. Parents are very positive about the school. Many of them comment on its ‘family’ atmosphere.

p.2

What is it like to attend this school?

Pupils are attentive and work well together. Low-level disruption is rare. It is quickly addressed so that learning is not disturbed. Pupils are adamant that there is no bullying.

p.2

What is it like to attend this school?

Pupils are caring and thoughtful of others. If difficulties arise, staff do their utmost to understand the reason behind it. They draw on a wide range of support to resolve issues. As a result, pupils feel happy, safe and cared for. This culture sets the foundation for learning and achieving the school’s goals of ‘aspire, believe, achieve’.

p.2

What is it like to attend this school?

School life is rich. There are many opportunities to take part in activities such as after school clubs, trips and events. There are genuine opportunities for pupils to share in the running of the school. For example, they can be a prefect or be on the school council.

p.2

better?

School leaders are ambitious for pupils, including those in the resource base. They consider the needs of pupils and take action to meet them. Leaders give the highest priority to teaching and pupils’ personal development. Leaders do their utmost to ensure that pastoral support is available when needed.

p.2

better?

Leaders have created a well-organised and carefully sequenced curriculum. It sets out the knowledge that pupils need to learn. This starts with children in the early years. Leaders plan experiences that ensure children are well prepared for key stage 1. Opportunities to revisit learning are routinely built into the curriculum. This helps pupils to remember more over time. For example, in mathematics, teachers review previous learning and connect it to new content.

p.2

better?

Teachers use assessment effectively to identify what pupils have learned and the areas where they need further support. This helps children to improve their understanding. For example, pupils can talk confidently about what they have learned in mathematics.

p.2

better?

Reading is central to the curriculum. Leaders ensure that a love of language starts in the Nursery. Children enjoy stories, singing and conversation. From Reception, children follow a programme of phonics to build their literacy skills. Teachers skilfully deliver the programme. They teach pupils to read by helping them to pronounce sounds accurately. Pupils practise these skills frequently. Teachers check 2 and 3 November 2022

p.2

3

pupils learning regularly. They know when pupils have fallen behind and give them extra practice if this is the case. As a result, pupils make strong progress in learning to read.

p.3

3

Pupils with special educational needs and/or disabilities in the main school are fully involved in learning the school curriculum. They make substantial progress because teaching is effective. The individual needs of pupils in the resource base are well known to staff, who plan carefully to meet them. Pupils in the resource base are involved in the full life of the school. For example, these pupils are part of the school council and attend assemblies when they are ready to do so. Many parents appreciate the progress their children are making.

p.3

3

Some pupils are being held back by low attendance. They are missing parts of the curriculum. This makes it difficult for them to keep up with the pace of learning.

p.3

3

Pupils respond well to the positive approach the school has to behaviour. They concentrate in lessons, have good self-control, and respect each other. Pupils learn how to keep themselves safe in their daily lives and know about healthy relationships.

p.3

3

The headteacher has prioritised the right areas for staff training. This has resulted in a very knowledgeable staff team. Leaders support staff well-being and promote highly effective teamwork.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have created a strong safeguarding culture. School policies and practice show that staff and governors understand their responsibilities. Clear processes for raising and recording concerns are in place. Staff ensure any concerns are raised immediately with the designated safeguarding leader. Leaders ensure that children and families receive the support they need.

p.3

Safeguarding

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.

p.3

(Information for the school and appropriate authority)

 The attendance of some pupils is too low to ensure that they receive the education to which they are entitled. As a result, these pupils are not making the progress that they should. Leaders needs to strengthen further the work they are doing to improve the attendance of children who are persistently absent. 2 and 3 November 2022

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 2 and 3 November 2022

p.4

School details

Inspection number 10241442 Type of school Primary

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Compass Point Primary School converted to become an academy school in September 2019. When its predecessor school, Compass Point: South Street School and Children's Centre, was last inspected by Ofsted, it was judged to be requires improvement overall.  This school is part of the Gatehouse Green Learning Trust, a multi-academy trust in Bristol.  The school runs a 24-place resource base for children with autism spectrum disorder.  The school does not use any alternative providers. 2 and 3 November 2022

p.5

Information about this inspection

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

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other school staff, trustees, members of the local governing board and staff from the trust.  In addition, the inspectors talked to the interim chief executive officer.  Inspectors carried out deep dives in these subjects: early reading, mathematics and physical education.  For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors talked to pupils, staff and leaders about how the school supports the safety of pupils.  Inspectors visited the resource base with leaders and met with the special

p.6

Information about this inspection

educational needs coordinator.  Inspectors reviewed and sampled leaders’ checks on the suitability of staff to work with children. They looked at attendance information, behaviour records and safeguarding records, discussing these with leaders.  Inspectors considered responses to Ofsted Parent View, including free-text comments, and responses to the staff survey.

p.6

Inspection team

Gareth Simons, lead inspector Ofsted Inspector

p.6

Inspection team

Steve Wigley Ofsted Inspector 2 and 3 November 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7