Our Lady of the Rosary Catholic Primary School, Bristol

Inspection of Our Lady of the Rosary Catholic Primary School, Bristol Tide Grove, Lawrence Weston, Bristol BS11 0PA

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Inspection dates: 12 to 13 September 2023

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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 Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 14 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 12 and 13 September 2023

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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.

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What is it like to attend this school?

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

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What is it like to attend this 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.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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 12 and 13 September 2023

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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. 12 and 13 September 2023

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 24 June 2009

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Information about this school

 The school is part of the Diocese of Clifton. The last section 48 inspection of the school’s religious character took place in February 2020, where the school was judged to be good.  The school uses one registered and one unregistered alternative provision.  There is a before-school club managed by the governing body.

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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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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 the school and have taken that into account in their evaluation of the school. 12 and 13 September 2023

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 Inspectors met with the headteacher, subject leaders, the special educational needs coordinator, staff, pupils, representatives from the governing body and a representative from the local authority. The lead inspector also held a telephone discussion with a representative from the Diocese.  Inspectors carried out deep dives in the following subjects: reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of work and spoke to pupils about their learning.  Inspectors spoke to leaders about the curriculum in some other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.  Inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration the responses to the staff and pupil surveys.

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Inspection team

Ben Jordan, lead inspector His Majesty’s Inspector

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Inspection team

Jen Edwards Ofsted Inspector 12 and 13 September 2023

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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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