Olveston Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Olveston Church of England Primary School Elberton Road, Olveston, Bristol, South Gloucestershire BS35 4DB

p.1

Inspection dates: 25 and 26 February 2025

p.1

Outcome

Olveston Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

This is a happy school. Pupils enjoy their learning and attend well. The school carefully considers how to develop pupils’ character. Its work to enhance pupils’ understanding of different cultures is part of this. As a result, pupils are respectful and considerate of others. They can explain with insight and empathy about how different people have different lives and beliefs.

p.1

What is it like to attend this school?

Pupils benefit from the school’s high expectations for achievement and behaviour. They thrive on the consistent routines and the kind, caring attitudes of staff. Pupils work hard and engage well in learning activities. This means that they have the conditions they need to learn and focus. As a result, pupils achieve well.

p.1

What is it like to attend this school?

Strong, shared values, summarised as being ‘rooted in love’, pervade every aspect of the school. There is a deliberate intent to ensure that pupils leave the school knowing that they can contribute to make the world a better place. Through the close links with the community and a rich range of opportunities, pupils learn that change is possible and that it can start with them. As one pupil helpfully summarised, ‘You can do the smallest thing to help make the biggest difference.’

p.1

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

Right from the start in Reception, pupils learn the curriculum well. They also benefit from extensive opportunities that extend beyond the curriculum. A broad variety of after-school activities are well attended. The annual ‘bridge awards’ celebrate pupils’ achievements as they take part in activities in the local area. The school aims to provide ‘the wings of 25 and 26 February 2025

p.1

2

independence’. Pupils are encouraged to think for themselves and to help to find solutions. The pupil parliament members discuss important themes such as sustainability. They explore how the school can contribute to this. Consequently, pupils leave the school well equipped to face the expectations of secondary school both personally and academically. This includes pupils with special educational needs and/or disabilities (SEND). These pupils are fully included and have the extra support they need to achieve well.

p.2

2

Teachers have a solid grasp of the curriculum. They present subject content clearly. They identify misconceptions quickly. As pupils progress through the school, they appreciate the clear ‘steps to success’ that help them to understand what they are learning. Pupils with SEND achieve well. Their individual needs are supported through well-developed systems. The school identifies specific needs and uses appropriate specialised support as required.

p.2

2

For the few pupils who develop gaps in their knowledge of the curriculum, the school provides extra help. Leaders evaluate the overall impact of this support on pupils’ achievement. However, at times, this evaluation is not as comprehensive as it could be. This means that the effectiveness of the support provided to pupils is not as clear.

p.2

2

In Reception, caring relationships help children to settle well and enjoy school. Children learn the foundations of the school’s curriculum through well-structured learning activities. Expectations are high. Learning experiences encourage children’s curiosity and prepare them well for learning in Year 1.

p.2

2

The school is determined that every child will learn to read. A strong phonics curriculum helps pupils to learn to decode words and read successfully. Pupils quickly become confident young readers. Additional precise teaching ensures that all pupils have the support they need to learn phonics. New approaches to teaching reading, through the use of whole texts, are having a positive impact on pupils’ fluency.

p.2

2

Since the previous inspection, the curriculum has been further enhanced. ‘Golden threads’, such as justice and diversity, ripple through different subjects. These provide opportunities for pupils to understand these themes in different subjects. The school has worked to improve the checks it carries out on pupils’ learning. These ensure that pupils understand and remember key knowledge. Pupils recall and explain their previous learning well. However, pupils are less confident to explain what this content tells them, or how it links together.

p.2

2

Leaders at all levels have an accurate view of the strengths and next steps for the school. They work with integrity, making decisions with the best interests of children at heart. There is an uncompromising and relentless drive to continue to move the school from strength to strength. An experienced and skilled governing body contributes well to the strategic direction of the school. High-quality professional development ensures that staff have the knowledge they need. Staff say that they are well supported. They are happy and proud to work here. 25 and 26 February 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some foundation subjects, pupils do not develop a deep understanding of the intended key concepts. This means that, sometimes, pupils do not develop an understanding of the links between their learning. The school needs to ensure that key concepts are explicitly introduced so that pupils deepen their understanding of these concepts over time.  At times, the extra support in place for the few pupils who need to catch up is not checked carefully enough. When this happens, pupils do not make the gains they could. The school needs to secure more rigorous approaches to check that strategies in place to support pupils to catch up are having the intended impact.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019. 25 and 26 February 2025

p.3

How can I feed back my views?

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’ 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). 25 and 26 February 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Andrew Hollingdale

p.5

School details

Dates of previous inspection 5 and 6 November 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Since the previous inspection, the deputy headteacher has been appointed as headteacher. Two new deputy headteachers have been appointed.  The school does not use any alternative provision.  This school is a Church of England primary school in the Diocese of Bristol. The last section 48 inspection of schools with a religious character took place in November 2023. The next section 48 inspection is expected within eight years of this date.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector considered key documentation, including the school’s self-evaluation and the school development plan. 25 and 26 February 2025

p.5

6

 The inspector visited a sample of lessons, looked at samples of pupils’ work and spoke with pupils about their learning.  The inspector had several meetings with the headteacher, the deputy headteachers and other members of staff.  The inspector met with several members of the governing body. The inspector also had a discussion with the school’s improvement partner.  The responses to Ofsted’s online surveys for staff and pupils were considered. The responses to Ofsted Parent View, including the free-text comments, were also taken into account.  The inspector observed pupils’ behaviour in lessons and around the school site during breaktimes.  To evaluate the effectiveness of safeguarding, the inspector: 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.

p.6

Inspection team

Tonwen Empson, lead inspector Ofsted Inspector 25 and 26 February 2025

p.6

7

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