Meadowbrook Primary School

Meadowbrook Primary School

Address: Three Brooks Lane, Bradley Stoke, Bristol, South Gloucestershire, BS32 8TA Unique reference number (URN): 141618

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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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Early years Strong standard

Early years is of the utmost priority for the Meadowbrook team. Leaders have thoughtfully designed a bespoke early years curriculum. It meets statutory requirements and suits the needs of the children who attend the school. Reading is at the heart of the curriculum. From the moment children start, they learn the sounds that letters represent. They practise reading with books that match the sounds they know. The carefully considered learning environment enables children to become proficient in all areas of learning. They progress through the curriculum extremely well.

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Early years Strong standard

Leaders provide staff with highly effective professional learning, for example to enhance children’s communication and language skills. Consequently, children benefit from high- quality interactions with skilled staff. These successfully develop their language and vocabulary. For example, children explain with confidence how they have built their sandcastles in a canoe. Children develop teamwork, communication, problem-solving and leadership skills, creating their own obstacle course. All children, including those who face barriers to learning, achieve extremely well from their starting points in all areas of learning. This means they are ready for Year 1.

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Early years Strong standard

The school's successful partnerships with parents and carers ensure they are well equipped to fully support their children for the educational journey ahead.

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Inclusion Strong standard

Leaders waste no time in identifying and assessing pupils’ needs, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND). Leaders use observations and assessments to pinpoint precisely the provision pupils need, both academically and socially. Leaders use this information to make bespoke adaptations and reasonable adjustments to support these pupils well. This swiftly reduces barriers to these pupils’ learning and wellbeing, enabling them to make gains from their starting points.

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Inclusion Strong standard

Leaders monitor pupils’ learning rigorously. They analyse information on pupils' progress adeptly, checking the impact of any additional targeted support. Using this information, leaders make further skilful adaptations to provision as needed, so that pupils can meet their individual targets.

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Inclusion Strong standard

Staff receive comprehensive training on supporting pupils with SEND and others who face barriers to learning. Additional funding supports this training, for example providing staff specific guidance on teaching approaches to support disadvantaged pupils. Leaders track the impact of additional funding carefully to ensure it is having the desired impact. As a result, pupils are supported well to make progress.

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Inclusion Strong standard

Leaders engage extremely well with pupils’ families and external agencies to gain support and to contribute to local projects. For instance, leaders' work to support pupils who speak English as an additional language enables these pupils to thrive.

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Leadership and governance Strong standard

There have been many staffing changes in recent times. Despite this, leaders, alongside the trust, have made significant and rapid enhancements in several aspects of their work. They have identified the priorities that will have the biggest impact on pupils. Leaders are implementing meticulous plans to further develop the school, for example to improve the attainment of disadvantaged pupils and raise levels of attendance.

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Leadership and governance Strong standard

The best interests of each child as an individual are central to leaders' work. This includes pupils with special educational needs and/or disabilities and others who face barriers to learning. Leaders have successfully and expertly navigated the school’s changing demographics, for example an increase in the number of pupils who speak English as an additional language. Leaders' decisions have considerably and sustainably improved pupils’ experiences, including their wellbeing and behaviour.

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Leadership and governance Strong standard

Staff are overwhelmingly positive about the school’s professional learning programme, which is rooted in research. This helps staff to continue to hone their practice. It also helps new staff and those new to teaching teach the curriculum in line with leaders’ expectations. During the process of improvement, leaders have collaborated with staff to take their views into account. Staff appreciate leaders' support for their workload and wellbeing.

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Leadership and governance Strong standard

Robust challenge and support from the trust and those responsible for governance enable leaders to keep a sharp eye on how well things are working across the school. Leaders are held to account through clear accountability systems. Those responsible for governance meet their statutory duties well, including managing resources to ensure a positive impact for pupils.

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Achievement Expected standard

Leaders have ensured that language and vocabulary are at the heart of the curriculum. They have prioritised teaching pupils the basics, so pupils are very well prepared for their next stages in the core subjects of reading, writing and mathematics. Overall, pupils progress well through the curriculum across subjects. Generally, new knowledge builds on pupils' previous learning. However, although the curriculum is well planned and sequenced, sometimes, teachers do not make the links between previous and new learning clear. As a result, some pupils' knowledge does not develop securely in some subjects.

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Achievement Expected standard

Typically, pupils achieve well in national tests. Year 6 pupils' achievement in national tests in reading, writing and mathematics is above or close to national averages over time. Disadvantaged pupils make suitable progress from their starting points. This is not always portrayed in published outcomes, which point to disadvantaged pupils not achieving as well as their peers nationally. Overall, pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

Leaders have acted with rigour to address poor attendance. They carefully analyse trends and patterns and are are quick to act when attendance falls short of their expectations. Leaders intervene swiftly to remove barriers so that pupils can attend school well. Consequently, attendance is above national averages and continues to improve. This includes for individuals and groups of pupils, for example those in receipt of free school meals.

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Attendance and behaviour Expected standard

Pupils behave well across the school. This is because staff know and apply the behaviour expectations fairly. Any pupils who require additional support to manage their behaviour are aided by caring staff. Well-written plans ensure they receive the help they need. Pupils are enthusiastic about learning. They know and understand the school’s behaviour values of ‘ready, respectful and safe’. Pupils rise to these expectations. This results in a calm and orderly learning environment. At social times, pupils are often seen supporting one another's play. Older pupils help younger children to interact with each other positively. Pupils are confident that if bullying were to occur, it would swiftly be addressed. They are clear about what discrimination means and feel that any issues would be tackled quickly and effectively by leaders.

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Curriculum and teaching Expected standard

Leaders fully understand how well the curriculum is taught across the school. They use this information to provide tailored support to help teachers deliver the curriculum well, including those new to the school or new to teaching. A number of new staff have joined the school in a relatively short space of time. Leaders have managed changes in staffing well. A set of clear principles for effective teaching underpins their support for new staff. However, there are some inconsistencies and, at times, the curriculum is not taught to a consistently high standard across classes.

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Curriculum and teaching Expected standard

Leaders have constructed an ambitious and well-sequenced curriculum that clearly states the knowledge pupils need for their next stage. At the heart of the curriculum are the basics of reading, writing and mathematics. Leaders have prioritised these. They are also rightly focused on developing pupils' language and vocabulary. As a result, pupils secure this knowledge well.

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Curriculum and teaching Expected standard

Teachers have the subject knowledge they need to teach the curriculum effectively. They make intelligent choices about how to teach new learning so that pupils remember it well. Through training, staff adapt their teaching appropriately for disadvantaged pupils, those with special educational needs and/or disabilities and those who face other barriers to their learning.

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Personal development and wellbeing Expected standard

Leaders have designed a suitable programme to develop pupils personally and support their wellbeing. It meets statutory requirements, encompassing an appropriate relationships and health education curriculum. This ensures that pupils learn, in an age-appropriate way, what makes a good friend and how to recognise less positive relationships. They learn how to stay safe, including online. For example, pupils learn to remove themselves from any situation that feels uncomfortable and raise concerns with a trusted adult.

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Personal development and wellbeing Expected standard

Pupils learn to reflect on their place in the world. They engage with ethical issues and develop a firm understanding of the inequalities in society and the importance of charity. For example, pupils learn about how water charities have transformed lives in countries such as South Sudan. Pupils develop a mature understanding of right and wrong, but also acknowledge that some pupils may need more help than others to follow the rules. They appreciate diversity in thought, culture and religion. For example, pupils can converse at length about similarities and differences between a range of religions. This enables them to develop mutual respect and tolerance.

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Personal development and wellbeing Expected standard

Leaders ensure pupils' welfare is a high priority. The pastoral team and tools such as class 'worry boxes' support pupils' mental health and develop their emotional literacy. Pupils engage with a variety of artistic, creative and musical opportunities. For example, they learn to play instruments such as drums and guitar. They take part in art exhibitions at school. Leaders ensure that the programme for personal development supports disadvantaged pupils well. They are creative in their approach to the timing of extra-curricular clubs and enrichment activities. This ensures that all pupils are able to access experiences that develop their talents and interests, for example in origami.

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

Pupils blossom at Meadowbrook Primary School. The thoughtful values of aspiration, honesty, inclusion, integrity, nurture and resilience permeate the school. Pupils develop a mature understanding of what these mean and a sense of belonging as they wear their ‘values badges’ with pride. Pupils can explain how they have demonstrated the values through their day-to-day school experiences. As a result of leaders' work on belonging, pupils attend school well.

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

Pupils enjoy learning. They benefit from a well-designed curriculum. It is tailored to meet the needs of pupils who require adaptations. Generally, pupils learn the curriculum well and achieve in line with national averages or make suitable progress from their starting points. This includes pupils who have barriers to their learning, which are reduced thanks to leaders' and staff's actions. Consequently, pupils, including those with special educational needs and/or disabilities, are ready for their next stage of education.

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

Staff form positive relationships with pupils, so they feel safe and can talk to staff about any worries they have. Pupils develop happy friendships and learn from their peers. For example, older pupils support younger pupils at lunchtime, encouraging them to make conversation at the table. Children in the early years thrive because of well-embedded routines. They develop sustained focus and concentration. Pupils behave well, both in lessons and at social times. They are confident that any bullying concerns would be swiftly addressed by leaders.

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

Pupils are fully included in all aspects of school life, including in clubs such as curling and gymnastics. Meaningful leadership roles, such as language ambassadors, help pupils support each others' learning. Digital ambassadors help to sort out any online issues. This further develops pupils' understanding of the importance of peer support and being a positive, contributing member of the school community. This prepares pupils well for secondary school and beyond.

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Next steps

Leaders should ensure they support teachers to make explicit links between current and prior learning so that pupils can make connections and better remember their learning. Leaders should ensure that the teaching of the curriculum is of a consistently high quality across classes and subjects so that all pupils are taught well and achieve as highly as possible.

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About this inspection

This school is part of the Olympus Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Claire Moloney-Banks, and overseen by a board of trustees, chaired by Sarah Williams.

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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, deputy headteacher, special educational needs coordinator and a group of staff during the inspection. The lead inspector met with trustees, including the chair of trustees, the CEO and other trust leaders.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one registered alternative provision.

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About this inspection

The headteacher took up his post in September 2024.

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Team inspectors:

Emma Jelley, Ofsted Inspector Spencer Allen, 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.

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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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average

2024/25 (revised) 65% 62% Close to average

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average

2022/23 (final) 66% 60% Close to average

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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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average

2022/23 (final) 74% 73% Close to average

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 73% 74% Close to average

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average

2022/23 (final) 68% 73% Close to average

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2024/25 (2 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 15.0% 16.2% Close to average

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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

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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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