E-ACT Perry Court Academy

Perry Court E-ACT Academy

Address: Great Hayles Road, Hengrove, Bristol, BS14 0AX Unique reference number (URN): 144880

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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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Achievement Strong standard

Pupils achieve extremely well across the curriculum. From mathematics to physical education, pupils learn new knowledge and develop a depth of understanding over time. In history, for example, pupils expertly use a range of historical sources to highlight different historical viewpoints about the slave trade. In geography, pupils use words such as ‘migration’ confidently to talk about the features of different countries. Pupils’ written work across the curriculum is of high quality.

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Achievement Strong standard

Outcomes in national curriculum tests are significantly above national averages. Pupils achieve highly in reading, writing and mathematics by the end of Year 6 and in the Year 4 multiplication check. Disadvantaged pupils and those with special educational needs and/or disabilities make impressive progress through the curriculum, from their starting points. Disadvantaged pupils often outperform their non-disadvantaged peers. This reflects the impact of leaders’ determination to remove any barriers to learning that pupils face. This ensures that pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders consistently promote the importance of high attendance to pupils and their families. They receive highly effective training from professionals in the local authority and the trust. This enables leaders to provide appropriate support to families where attendance needs to improve. Leaders rigorously analyse attendance patterns and trends. They use this information to swiftly identify and tackle any barriers that prevent pupils from coming to school regularly. While attendance remains a priority, it is broadly in line with the national average. It is improving over time for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Leaders and staff have established a consistent, whole-school approach to behaviour. As a result, disruption to learning is rare. Pupils of all ages understand and follow the school rules diligently. They take pride in the ‘Perry badge’ awards when they meet the school’s values. Children in Reception develop positive attitudes to learning that serve them well in the future. They listen carefully, share and play well with one another. Pupils understand that any discriminatory behaviour, such as racism, both in person and in the online world, will not be tolerated. Leaders ensure that pupils who struggle to manage their emotions receive expert and tailored support.

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Curriculum and teaching Strong standard

Leaders have put in place an ambitious, broad and balanced curriculum which is designed to ensure that pupils build their knowledge sequentially, from Nursery to Year 6.

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Curriculum and teaching Strong standard

Leaders regularly review the quality of the curriculum and teaching to ensure that it precisely meets pupils’ needs. As a result, teaching is highly effective across the curriculum. Staff skilfully adapt learning activities where needed for pupils with special educational needs and/or disabilities, including the use of symbols to support pupils’ communication needs. Teachers use their expert subject knowledge to model new ideas. In music, for example, they introduce pupils to musical notation from an early age, which gives them the confidence to play a recorder independently.

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Curriculum and teaching Strong standard

The emphasis that leaders place on early language, reading, writing and mathematical skills means that pupils are very well prepared for future learning. For example, staff ensure that children in the early years adopt the correct pencil grip and understand the importance of posture. Teachers design learning activities which enable older pupils to learn unfamiliar and ambitious words such as ‘scabious’ when carrying out nature walks. Staff check pupils’ understanding and address misconceptions quickly. If pupils fall behind, they receive the support they need to catch up quickly.

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Early years Strong standard

Leaders have designed an ambitious and highly effective curriculum which builds the knowledge and skills that children need to learn from Nursery to Reception Year.

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Early years Strong standard

Leaders expertly adapt the curriculum offer so that it meets children’s needs, particularly by addressing gaps in children’s vocabulary. Consistent and purposeful adult interactions are key to this. In Reception, for example, staff skilfully build children’s understanding of new words when using play dough to make dinosaurs. Children respond well to this, using words such as ‘carnivore’ when talking about a Tyrannosaurus rex.

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Early years Strong standard

Across the early years, there is a deliberate focus on developing the important skills that children need for future years. Reading is an absolute priority. In Nursery, children enjoy their daily opportunities to listen to stories, rhymes and songs. In Reception, staff deliver the school’s phonics programme effectively. As a result, children learn and remember new sounds well.

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Early years Strong standard

Staff welcome children with a warm smile at the start of the day. In Nursery, 3-year-olds follow instructions and quickly develop their independence when completing activities. In Reception, children show high levels of concentration and perseverance. Staff form positive relationships with parents and carers. They ensure that parents are kept well-informed about their children’s learning and wellbeing.

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Early years Strong standard

Children make positive progress across the curriculum from their starting points. They are extremely well prepared for Year 1.

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Inclusion Strong standard

Leaders have a clear and ambitious vision for pupils with special educational needs and/or disabilities and those who are disadvantaged. They have an extensive understanding of the school’s context. Leaders use this knowledge well to ensure that the most vulnerable pupils get the support they need to thrive. Staff quickly and skilfully identify pupils’ needs at the earliest stage. They put in place appropriate support to close any barriers that exist, including gaps in children’s communication and language skills.

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Inclusion Strong standard

Leaders, with the support of the trust, monitor with rigour the impact the provision has on pupils. They make timely and skilful adaptations where needed. Skilled teachers and support staff benefit from the professional learning they receive. They develop close working relationships with parents and carers and other professionals. This enables staff to consistently implement and adapt the school’s inclusive approach to expertly meet pupils’ individual needs.

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Inclusion Strong standard

Leaders know the challenges that disadvantaged pupils and their families face. No stone is left unturned. Together with staff, leaders use additional funding to maximum effect to address these challenges. As a result, disadvantaged pupils receive highly effective support. They achieve extremely well and benefit from the wider opportunities the school provides, such as extra-curricular clubs.

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Leadership and governance Strong standard

Leaders and those responsible for governance are extremely aspirational for the school and the community it serves. Pupils are at the heart of every decision at Perry Court. There is an unwavering commitment to overcome the barriers that pupils face, particularly those who are disadvantaged.

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Leadership and governance Strong standard

Leaders and those responsible for governance successfully fulfil their statutory duties. Trustees and trust leaders support and challenge leaders effectively. Consequently, leaders across the school understand in detail what the school does well and the challenges that arise from its context, including, for example, pupils' attendance. Together, they meticulously review and refine the school’s work to drive forward further school improvement. As a result, pupils benefit from a highly engaging curriculum and receive the support they need to succeed.

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Leadership and governance Strong standard

Leaders and staff benefit from the comprehensive professional learning programme that is in place. This is closely aligned to the school’s priorities and is informed by up-to-date research. Staff, including those who are early career teachers, build their subject expertise so that they deliver the curriculum confidently. Aspiring leaders broaden their leadership skills by carrying out trust-wide roles.

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Leadership and governance Strong standard

Staff are proud to work at the school. They describe the school as a ‘family’. Staff value the time they have to carry out their roles. They talk positively about the help they receive to manage their workload and the support leaders provide to their wellbeing.

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Personal development and wellbeing Strong standard

The personal development programme is a strength of the school. Leaders ensure that it reflects the school’s context and provides pupils with an extensive range of experiences which prepares them very well for life in modern Britain.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum is carefully sequenced from the early years to Year 6. It is further enhanced by weekly assemblies and visits by professionals, such as the police. Pupils debate current issues, such as whether it was right or wrong to bring down a statue in a local dock. They understand the dangers of knife crime, know how to stay safe online and talk with maturity about consent when sharing images. Pupils develop a detailed understanding of fundamental British values, different faiths and the characteristics that are protected by law, such as race. They know why it is important to give everyone a say, for example when deciding on changes to school dinners. Pupils are adamant that everyone should be treated equally.

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Personal development and wellbeing Strong standard

The relationships and sex education and health education curriculum ensures that pupils develop an age-appropriate understanding of the way their bodies change as they grow. They talk with maturity about different relationships that exist in the world around them. Pupils know that a good friend is someone who helps when they feel sad and celebrates their successes.

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Personal development and wellbeing Strong standard

Pupils develop their character in a wide variety of ways. They hold events to raise money for people in the local community, collect food for shelters and take part in litter picking. Pupils build a detailed understanding of the importance of budgeting, loss and profit when carrying out these activities.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils, particularly those who are disadvantaged and those with special educational needs and/or disabilities, benefit from the school’s wider curriculum offer. They track pupils’ participation with rigour. Disadvantaged pupils talk with pride about taking part in sporting events or learning to play musical instruments.

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

Pupils thrive at this highly inclusive and welcoming school. They describe it as an ‘amazing’ place to learn. Pupils understand how the ‘Perry’ values help them to be positive, respectful and determined to succeed in whatever they do.

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

From the moment they start school, pupils, particularly those who are disadvantaged and those with special educational needs and/or disabilities, quickly develop a sense of belonging. Staff know the pupils for the individuals they are. They take time to forge positive relationships with pupils and their families, skilfully removing any social or academic barriers that exist. Pupils feel safe and cared for, and achieve highly in national curriculum tests. Consequently, pupils are very well prepared for the next stage of their education and to take their place in the wider world.

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

Staff have the highest expectations for pupils’ behaviour. Across the school, pupils demonstrate these through their exemplary conduct. This starts in the early years. Children in Nursery settle quickly and follow the clear routines that are in place. Pupils show high levels of courtesy to adults and to one another. They display highly positive attitudes, both in the classroom and when moving around the school. They learn new skills and knowledge enthusiastically across a wide range of subjects. Despite the challenges that some pupils face outside of school, many attend well. Bullying is rare. Pupils know they can turn to a ‘trusted adult’ should any worries or concerns arise. The atmosphere across the school is calm and purposeful.

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

Pupils enjoy the wide range of clubs and opportunities on offer to them, such as choir, archery, trips to historical sites and residentials. They carry out their leadership roles,

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Team inspectors:

Wendy Hanrahan, Ofsted Inspector Richard Vaughan, Ofsted Inspector Neil Lankester, Ofsted Inspector including head pupil, school councillor, school librarian and hall monitor, with pride. Pupils know that these roles provide pupils with a voice and enable them to improve their school.

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Next steps

Leaders and those responsible for governance should continue their effective work in all areas, overcoming any barriers that exist, such as working with the small number of families where attendance is a concern, so that all pupils continue to thrive.

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About this inspection

This school is part of E-ACT multi-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, Tom Campbell, and overseen by a board of trustees, chaired by Lord Jim Knight.

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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, other school leaders, staff, parents and carers and pupils. The lead inspector also met with a range of trust leaders, including the chief executive officer, chair of trustees, national director for primary, regional director, chief education officer and the director of performance.

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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 does not make use of 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.

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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. National average: 26.3%

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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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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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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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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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national average

2024/25 (2 term) 5.9% 5.2% 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

2024/25 (2 term) 15.5% 13.3% 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

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

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