School of Christ The King Catholic Primary

Inspection of School of Christ The King Catholic Primary Hartcliffe Road, Filwood Park, Bristol BS4 1HD

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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 23 and 24 April 2024

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What is it like to attend this school?

The School of Christ The King Catholic Primary is a welcoming and inclusive school. Pupils feel safe. Relationships are strong between adults and pupils. The school’s values of ‘friendship, kindness, forgiveness and love’ are evident in pupils’ conduct and how they treat one another. The school has an important role to play in the heart of the community. Pupils enjoy coming to school.

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What is it like to attend this school?

The school’s vision runs through the curriculum and aims for pupils to ‘be the best they can be’. Pupils have opportunities to learn through experience and develop their independence. This helps to prepare them well for the next stage of their education.

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What is it like to attend this school?

Pupils are polite and respectful. They understand the school's rules and follow them well. They listen carefully and are eager to learn. There is a calm and purposeful environment in classrooms and around the school. Children in early years settle well. They learn the daily routines quickly and follow instructions.

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What is it like to attend this school?

Pupils benefit from a wide range of trips and external visitors which enrich the curriculum. They contribute to their local community. For example, pupils produced designs for the new community library and shared these with local architects. Pupils recognise the impact their work can have on others beyond their school.

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better?

The school has designed and implemented an ambitious curriculum. For each subject, the school has identified the important knowledge that pupils will learn. The curriculum takes account of the area that the school serves. It starts in the early years. Here, children get off to a strong start. They enjoy carefully thought-out learning and positive interactions with adults. Children play cooperatively together and develop their independence. They listen attentively and with enthusiasm during adult-led sessions. Adults use appropriate questions and model vocabulary to extend children’s learning.

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better?

Published outcomes in key stage 2 were low last year. However, this does not reflect the current quality of education in the school. Pupils can recall their current learning well. For example, when learning about history, pupils compare the consequences of crime in the past with today. In science, pupils make predictions, carry out investigations and evaluate results. However, pupils do not always gain the depth of understanding they need to make links with previous learning. Assessment is not always used with enough precision to check what pupils know and remember to inform future learning. This makes it difficult to adapt learning to ensure pupils build their knowledge well.

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better?

The school is aspirational for pupils with special educational needs and/or disabilities (SEND). Pupils’ needs are identified early on in their education. This means pupils with SEND are supported from the time they start school. Where appropriate, 23 and 24 April 2024

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learning is adapted for pupils so they study the curriculum alongside their peers. As a result, pupils progress well through the curriculum.

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Reading is at the heart of the curriculum. Pupils begin to learn to read as soon as they start school. The reading curriculum is well organised and sets out what pupils should know and by when. Staff have the expertise to ensure that there is a consistent and effective approach to the teaching of phonics. The school regularly checks pupils’ phonics knowledge and identifies those who need extra support. These pupils receive the help they need. Reading books match pupils’ phonics knowledge accurately. This supports pupils to read with fluency. As pupils move through the school, they develop their reading and comprehension skills. Teachers read and discuss high-quality texts with their classes. These are selected to develop pupils’ understanding of diversity and wider aspects such as protected characteristics.

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The school’s personal development curriculum helps pupils to develop an age- appropriate understanding of relationships. Pupils show respect for difference and are respectful of others. They state, ‘It’s ok for everyone to make their own choices.’ Pupils know how to stay safe online. For example, the police help Year 6 pupils learn ways to stay safe in the community. Leadership opportunities for pupils are meaningful. Members of the school council regularly meet with the leadership team to make suggestions on how to improve the school.

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Parents are very positive about the school. They value the school’s position in the community. Parents appreciate how nurturing and inclusive the school is. They value the wide range of extra-curricular activities available to their children.

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Governors know the school’s strengths and areas for improvement well. They provide appropriate support and challenge to the school. The school makes it a priority to support staff with their workload and well-being. Staff appreciate this and feel very well supported. As a result, staff morale is high.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Assessment is not used with enough precision to check what pupils know and remember. Pupils are not consistently able to recall their prior learning. As a result, learning is not adapted as necessary to build pupils’ knowledge. The school needs to further develop its approach to assessment across the curriculum. This will help teachers to adapt learning when necessary so that pupils deepen their understanding. 23 and 24 April 2024

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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). 23 and 24 April 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Charlotte Triggs

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School details

Date of previous inspection 19 July 2018, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The early years includes provision for three-year-old children.  The school runs a breakfast and after-school club for pupils.

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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.  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.  The inspectors met with the headteacher, deputy headteacher, assistant headteacher, special educational needs coordinator and early years leader for the school. Inspectors also met with a range of teaching and support staff. 23 and 24 April 2024

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 The lead inspector met with representatives of the local governing board.  The lead inspector held phone conversations with representatives from the diocese and local authority.  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 culture around safeguarding that puts pupils’ interests first.  The inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, the 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.  The inspectors also discussed the curriculum in other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.

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 The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors gathered parents’ views by considering the responses to Ofsted’s online survey, Ofsted Parent View, and by talking to parents before and after school. The inspectors also evaluated responses to Ofsted’s staff and pupil surveys.

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Inspection team

Matt Fletcher, lead inspector His Majesty’s Inspector

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Inspection team

Ken Buxton Ofsted Inspector 23 and 24 April 2024

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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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