Bournville Primary School

Inspection of Bournville Primary School Selworthy Road, Weston-super-Mare, Somerset BS23 3ST

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Inspection dates: 25 and 28 February 2025

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Marie Berry. This school is part of Extend Learning Academies Network, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Adam Matthews, and overseen by a board of trustees, chaired by Rosemary Carr. 25 and 28 February 2025

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What is it like to attend this school?

Bournville Primary School is a friendly place to learn. Pupils are welcoming to new pupils and visitors. They are interested to find out about the lives of others. The school has high expectations for pupils’ achievement. However, these are not yet realised.

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What is it like to attend this school?

Leaders have high expectations for pupils’ behaviour and conduct. Pupils understand the school rules of ‘Ready, respectful and safe’. They conduct themselves purposefully. Consequently, the school environment is calm and orderly. Pupils socialise happily and feel safe. The school has considered its pupils’ contexts carefully when developing play activities. It has intentionally built opportunities for pupils to explore, be curious and collaborate, as well as be physically active.

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What is it like to attend this school?

Pupils develop their talents and interests through extra-curricular clubs. They take part in activities such as dodgeball and colouring club. They make visits to places of interest. For example, pupils visit Roman remains to complement their work in history.

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What is it like to attend this school?

Pupils participate in a range of civic initiatives. Through these, they develop confidence and a sense of agency. For example, they work with the local police and raise money for charity.

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

There is an ambitious vision in place, but the impact of this is not yet realised. The school has made some positive changes to the curriculum. However, there is still significant work to do to ensure that all pupils benefit from these. In some subjects, the curriculum is not well taught. The school has not ensured that staff have the necessary subject and pedagogical knowledge required. Consequently, pupils are not supported well enough to build up their subject knowledge.

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

In some subjects, such as mathematics, pupils have limited recall of some crucial knowledge. The school does not make sufficiently rigorous checks on the way the curriculum is delivered or its impact on pupils’ learning. This does not help pupils know and remember more. Staff do not routinely use what they know about how well pupils understand the curriculum to make adjustments. As a result, some pupils move on to new learning with ongoing gaps in their knowledge.

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

The school has designed a well-sequenced phonics curriculum to support pupils to build knowledge in a coherent manner over time. Children start to learn to read as soon as they begin school. Pupils read books that match the sounds they know. However, the school has not supported staff adequately to deliver the reading curriculum as intended. This means pupils do not routinely become confident, fluent readers. Pupils’ weaknesses in reading affect their access to learning across all curriculum areas.

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

There are some green shoots. Children in the early years learn the routines and expectations of school quickly. The early years curriculum is designed to ensure children access a balance of adult-led learning tasks as well as independent play-based activities. Staff interact 25 and 28 February 2025

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effectively with children to check and extend their learning. This is beginning to have a positive impact, building a stronger foundation for future learning.

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The school is inclusive and welcomes all. Leaders work with parents and carers, and external agencies to secure the correct support for pupils with special educational needs and/or disabilities (SEND). Pupils in the ‘Nest’ and ‘Shooting Stars’ provisions benefit from high levels of adult support and bespoke learning. However, shortcomings in curriculum implementation in some subjects have an impact on pupils with SEND. When this is the case, along with their peers, pupils with SEND do not develop detailed knowledge across the curriculum.

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Attendance is a high priority for the school. The causes of absence are understood. The school works closely with families where pupils’ attendance is a concern. Attendance is rising year-on-year. Typically, pupils behave well in lessons. Sometimes, when the curriculum does not meet their needs, pupils become distracted, but this does not disrupt the learning of others.

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The school focuses strongly on pupils’ wider development, thoughtfully adapted to reflect the context of pupils at this school. Pupils develop responsibility through roles such as anti- bullying ambassadors. They learn how to keep themselves safe online and in the wider world. Pupils understand what makes a healthy relationship. Older pupils participate in residential opportunities, which develop their confidence and their ability to challenge themselves.

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Staff appreciate the consideration shown for their workload and well-being. Governors and trustees share the school’s ambitious vision. However, leaders at all levels do not review the effectiveness of the curriculum with precision Consequently, they are not fully able to evaluate how well pupils are learning the curriculum or make the necessary improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The checks that teachers make on learning do not routinely identify the extent to which pupils have learned the curriculum as intended. Therefore, gaps in pupils’ understanding are not identified and addressed. The school and trust must ensure that teachers’ use of assessment informs subsequent curriculum implementation, so that gaps in pupils’ knowledge are closed.  In some subjects, the school and trust have not ensured that staff have the subject and pedagogical knowledge required to deliver the curriculum as intended. This means pupils do not reach the focused curriculum goals. The school and trust must ensure that 25 and 28 February 2025

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teachers have the subject and pedagogical knowledge they need to deliver the curriculum securely.  The school does not consistently review the effectiveness of the curriculum with precision. Consequently, it is not fully able to promptly evaluate how well pupils are learning the curriculum. The school and trust must check precisely how well pupils are achieving across the curriculum and swiftly support pupils to achieve the curriculum goals.

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How can I feed back my views?

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). 25 and 28 February 2025

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School details

Date of previous inspection 19 November 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Extend Learning Academies Network.  The school has provision for two-year-olds.  There is a school-run breakfast club and after-school club.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 25 and 28 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The inspectors held discussions with the headteacher, assistant headteachers, the special educational needs and/or disabilities coordinator, the designated safeguarding lead, subject leaders, members of the local governing body and trustees.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors carried out deep dives in early reading, mathematics, history and religious education. For each deep dive, the inspector 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.  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

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safeguarding that puts pupils’ interests first.  The inspectors considered responses to the online survey for parents, Ofsted Parent View, including the free-text comments. The inspector also considered responses to the staff survey and responses to the survey for pupils.

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Inspection team

Liz Geller, lead inspector His Majesty’s Inspector

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Inspection team

James Oldham His Majesty’s Inspector 25 and 28 February 2025

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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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