Stoke Bishop Church of England Primary School

Stoke Bishop Church of England Primary School

Address: Cedar Park, Stoke Bishop, Bristol, Bristol, BS9 1BW Unique reference number (URN): 139505

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders see regular and high attendance as an absolute priority for pupils and their families. They analyse patterns of attendance closely. Leaders use this information well. They identify concerns at the earliest stage, working closely with staff who are trained to support families, and external agencies, to put in place strategies that remove any barriers to regular attendance. The ‘good morning club’, for example, ensures that pupils who may find coming to school a challenge, including those with special educational needs and/or disabilities, attend school and arrive on time. The impact of the school’s work is clear. Pupils’ overall attendance is significantly above the national average and the number of pupils who miss a significant amount of school is low.

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Attendance and behaviour Strong standard

Pupils’ behaviour and attitudes to learning are exemplary across the school. They learn in an environment that is calm and purposeful. In lessons, pupils of all ages eagerly talk about their learning with adults. Staff and pupils understand the importance of following the school rules ‘be safe, be ready, be respectful’. Pupils treat one another with kindness. They know that discriminatory behaviour is not tolerated. Children in the early years show high levels of maturity, when resolving any problems that may arise. During social times, pupils get on well and enjoy the opportunities they have to play together.

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Early years Strong standard

Leaders are highly knowledgeable about the early years and the quality of the school’s provision. They have designed an ambitious curriculum that is tailored to children’s individual needs, their interests and the local area they live in. As a result, children, including those with special educational needs and/or disabilities, develop the knowledge and skills they need to be very well prepared for Year 1.

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Early years Strong standard

Staff make highly effective use of their interactions with children so that children hear and learn new and ambitious words. For example, when playing in the ‘doctors’ surgery’, children confidently use words like ‘syringe, stethoscope’ and ‘bandage’.

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Early years Strong standard

Reading is a clear priority. Staff use songs and traditional tales to foster children’s love of stories. They ensure that children quickly learn the letters and sounds they need to know for early reading.

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Early years Strong standard

Staff work closely with parents and carers to ensure they play an integral role in their children’s education. This helps children to settle and thrive. Relationships between adults and children are highly positive and respectful. As a result, children develop the confidence they need to try new things. They show high levels of independence when completing activities, such as putting on waterproofs, and sustain their attention extremely well during activities, both in and outside the classroom.

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Personal development and wellbeing Strong standard

Leaders have put in place an extensive and extremely well-constructed personal development programme. The school’s values and local context underpin this. The programme is further enhanced and enriched by a wide range of additional opportunities. For example, pupils enjoy the wide range of trips on offer, such as visits to local castles or learning to play musical instruments, including the ukulele. These experiences develop pupils’ artistic, sporting and musical talents and broaden their knowledge of the world around them.

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Personal development and wellbeing Strong standard

Pupils, particularly those who are disadvantaged, benefit from a personal, social and health education curriculum that prepares them extremely well for life in modern Britain. Children in the early years learn about healthy eating when making ‘fruit and vegetable’ smoothies. Older pupils learn about the many factors that make people unique. They talk with maturity about why discrimination is wrong. Pupils know why fundamental British values, such as democracy, give people a voice. They understand why showing tolerance to others of different faiths and beliefs is important. From the time they start school, pupils learn about risks in both the real and online world. For example, pupils understand the importance of blocking unknown messages and not sharing passwords.

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Personal development and wellbeing Strong standard

The school's relationships and sex education curriculum enables pupils to develop an age- appropriate understanding of relationships. They know families can be different, talking with maturity about same-sex relationships. Older pupils understand that not all relationships are positive and how this helps them to keep safe.

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Personal development and wellbeing Strong standard

The school’s excellent pastoral offer supports pupils with their mental health and wellbeing. This ensures that pupils feel welcome, valued and included in school life. Pupils participate with pride in the school’s ‘advocacy’ programme. They build their character by visiting a care home in the local community.

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Achievement Expected standard

Pupils’ attainment by the end of Year 6 in reading, writing and mathematics is consistently above national averages. Nearly all pupils achieve highly in both the phonics screening check and Year 4 multiplication check. Disadvantaged pupils and those with special educational needs and/or disabilities achieve well from their starting points. By the end of key stage 2, pupils are well prepared for the rigour of secondary school.

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Achievement Expected standard

Overall, pupils progress well through the curriculum. Work in most pupils’ books reflects this. This is particularly the case in the core subjects of English, mathematics and science. In mathematics, for example, younger pupils confidently develop their understanding of number patterns. Older pupils build on this when solving more complex problems involving long multiplication. However, pupils’ recall of their learning varies in some wider curriculum subjects. In history, for example, some pupils find it difficult to remember and make links to their learning about the Ancient Greeks. This prevents them from building the depth of knowledge they need.

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Curriculum and teaching Expected standard

Leaders have put in place an ambitious curriculum. The school’s ‘curriculum of possibility’ is designed well. It makes clear the important knowledge and skills that pupils need to learn and in what order. Leaders have an accurate understanding of the quality of teaching and learning. They show a commitment to raising standards and act quickly when improvements are needed.

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Curriculum and teaching Expected standard

Overall, teachers have the knowledge they need to deliver the curriculum well. In mathematics, for example, teachers model mathematical ideas well. They probe pupils’ understanding when asking them to solve mathematical problems. Staff adapt their teaching so that pupils, including those with special educational needs and/or disabilities, access learning activities successfully. Despite this, there is some variability. Where teaching is less effective, some teachers do not model ideas or probe pupils’ understanding well enough. In addition, in some wider curriculum subjects, learning activities are not adapted as well as they could be. This hinders some pupils’ access to the curriculum. Some older pupils find it difficult to embed their learning and make connections with what they have learned before.

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Curriculum and teaching Expected standard

Leaders ensure that developing pupils’ reading, writing, mathematical and language skills is a priority. Staff deliver the school’s phonic programme effectively. Pupils learn and remember their sounds well because of this. Staff provide pupils who find reading difficult with the extra practise they need to catch up quickly. This helps them to become increasingly confident and fluent readers.

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Inclusion Expected standard

Inclusion lies at the heart of the school’s work. Leaders and staff share a clear commitment to removing any challenges that the most vulnerable pupils face. They work closely with parents and carers and, where necessary, use advice and guidance from external agencies to provide the support that pupils need. As a result, pupils, including those with special educational needs and/or disabilities, access the curriculum alongside their peers and achieve well.

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Inclusion Expected standard

Leaders and staff identify pupils’ individual needs swiftly. This starts from the time children arrive in Reception. Typically, staff make effective use of the training they receive, including working with the local authority. This helps staff to provide pupils with the precise support they need. Pupils benefit from targeted interventions that reduce any gaps in learning that exist. Leaders routinely check on the impact of the school’s inclusive approach, making appropriate adjustments to the provision or updating individual pupil plans to tailor them to pupils’ specific needs.

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Inclusion Expected standard

Leaders accurately understand the barriers that disadvantaged pupils face. They use additional funding well to remove these barriers. For example, staff provide pupils who need it with the support they need to better understand and manage their emotions and to attend school regularly.

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Leadership and governance Expected standard

Since the last inspection, there have been several leadership changes. Governors and trustees have led the school through this period of change well. Senior leaders act as role models to others and ensure that staff share their high expectations of what pupils can achieve. The decisions they make are always in the best interests of pupils.

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Leadership and governance Expected standard

Leaders understand the school’s context, strengths and areas for development well. School improvement priorities are carefully considered and well matched to the development needs of the school. Leaders’ actions are already strengthening the school’s provision, particularly with regards to attendance and the support the school offer to families.

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Leadership and governance Expected standard

Staff benefit from a continuous programme of professional development. They appreciate the opportunities they have to work with colleagues that form part of a local network of schools. This helps them to share best practice and develop the skills and knowledge they need to carry out their roles effectively.

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Leadership and governance Expected standard

Governors have a clear and ambitious vision for the school. They hold leaders to account for their actions. Governors and trustees seek external support and guidance when appropriate. This enables them to fulfil their statutory duties effectively.

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Leadership and governance Expected standard

Staff are proud to work at the school. They value the way in which everyone works as part of a close-knit team. Staff, including those at the earliest stage of their careers, appreciate leaders’ consideration of their wellbeing and the positive changes that help them to manage their workload.

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What it's like to be a pupil at this school

Pupils enjoy coming to this welcoming and inclusive school. They understand how the school’s values enable them to 'believe it's possible’. Parents and carers are overwhelmingly positive. Many comment on the way their children ‘feel at home’ and how this helps them to thrive, both socially and academically.

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What it's like to be a pupil at this school

Leaders and staff know pupils for the individuals they are. They take time to forge caring relationships with them. Staff swiftly remove any barriers to pupils' learning and wellbeing. Children in the early years and pupils new to the school, including an increasing number who speak English as an additional language, develop a sense of belonging because of this. Pupils trust adults to listen and help them with any worries that may arise. This helps them to feel safe and cared for.

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What it's like to be a pupil at this school

Leaders and staff have high expectations for pupils’ behaviour and attendance. Pupils of all ages rise to meet these expectations. They behave well and rarely miss a day of school. Pupils are extremely polite and well mannered, showing high levels of empathy towards others. They take pride in showing ‘fantastic walking’, which helps them to move around the school calmly. Bullying is rare. Pupils know that if it did occur, staff would deal with it quickly.

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What it's like to be a pupil at this school

Pupils enjoy their learning. This starts in the early years, where children eagerly share their ideas. By the end of Year 6, many pupils achieve highly in national curriculum tests. Typically, pupils develop the knowledge and skills they need so that they are ready for the next stage of their education.

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What it's like to be a pupil at this school

Pupils are very well prepared for life beyond school. They enjoy a wide range of clubs and visits, such as choir and a residential camp in Year 6. They take pride in a wealth of leadership roles, including Reception ‘buddies’ and school councillors. Pupils say these roles gives them ‘a sense of importance’ and enable them to help others.

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Next steps

• Leaders should continue to ensure that teachers have the knowledge and expertise to explain new ideas clearly across the curriculum, selecting and adapting learning activities that are well matched to pupils’ needs and the content being taught. • Leaders should continue to ensure that teachers check and probe pupils’ understanding and adapt their teaching accordingly to address gaps in knowledge or move pupils on to develop a deep understanding of key knowledge across the curriculum.

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About this inspection

This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, co-chaired by James Wiggins and Sophie Summers.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, assistant headteacher, inclusion lead, subject leaders and a group of staff. The lead inspector met with trustees, including the chair of the trust board. In addition, they spoke to a representative from the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection took place in October 2025.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school has undergone significant changes since the last inspection. This includes changes to senior leadership. The current headteacher took up their post in September

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Team inspectors:

Andrew Lovett, Ofsted Inspector Ken Buxton, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. 2025.

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What does this mean?

Headteacher : Darren Hunt National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 50% 47% Close to average

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national average

2022/23 (final) 42% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 64% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 58% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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