Staple Hill Primary School

Staple Hill Primary School

Address: Page Road, Staple Hill, Bristol, South Gloucestershire, BS16 4NE Unique reference number (URN): 149943

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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 Expected standard

Pupils generally achieve well and are ready for their next stage of education. This is reflected in the school’s published outcomes, which are broadly in line with national averages. Where published outcomes are lower, leaders are taking appropriate action to raise achievement.

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Achievement Expected standard

Pupils develop the basic knowledge and skills that they need in reading, writing and mathematics. This is shown by their performance in national phonics screening and multiplication tables checks. Any gaps that pupils have close quickly as a result of effective teaching. Securing these foundations enables pupils to succeed in learning across the curriculum.

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Achievement Expected standard

Pupils typically gain knowledge well in the different subjects they study. For example, they develop their knowledge of history and improve their skills in art. Pupils who face barriers to their learning generally achieve well. Disadvantaged pupils typically achieve in line with their peers nationally.

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Attendance and behaviour Expected standard

Pupils typically attend school regularly and on time. This is reflected by the school’s overall attendance and persistent absence rates, which are broadly in line with national averages.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ attendance and use analysis well to identify causes of absence. This enables them to take action to remove barriers to attendance, working in partnership with families. Consequently, most pupils who are persistently absent improve their attendance over time. However, some pupils’ attendance is not as high as it could be, such as some pupils with special educational needs and/or disabilities (SEND).

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour and conduct. Pupils consistently live up to these. They have positive attitudes to learning, are respectful of each other and rarely disrupt classrooms. Staff understand and apply behaviour policies consistently, teaching and reinforcing positive behaviour. For example, pupils are motivated to demonstrate the school's values, such as collaboration and responsibility.

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Attendance and behaviour Expected standard

Pupils understand that any form of bullying or discrimination is not tolerated by the school. However, this seldom occurs. Leaders and staff take effective steps to support pupils to improve their behaviour if needed, including making reasonable adjustments or adaptations for pupils with SEND.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the strengths and areas for development in the school’s curriculum and the quality of teaching. They prioritise the right improvements and take effective action to realise these. For instance, they have successfully strengthened the curriculum in writing. Staff teach the curriculum effectively. This helps pupils secure the foundations they need. Children in Reception Year quickly start learning to read, developing their knowledge of sounds and enjoying books. A well-designed phonics programme builds their reading accuracy and fluency as they progress into key stage 1. Pupils gain suitable knowledge of number to prepare them for mathematics later.

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Curriculum and teaching Expected standard

On the whole, teaching removes barriers to the learning and achievement of pupils with particular needs. A clear focus on teaching vocabulary helps all pupils develop their spoken and written language skills.

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Curriculum and teaching Expected standard

The school’s wider curriculum is ambitious and planned well for each subject and year group. Teachers generally use assessment well to check that pupils’ have gained the intended knowledge and skills. However, at times, they do not check and make adaptations to teaching effectively enough. Consequently, some pupils do not make as much progress through the curriculum as they could.

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Early years Expected standard

Leaders have a good understanding of the impact of education and care in Reception Year. They have a clear vision for providing children with the strong foundations that they need for success in key stage 1. Leaders make improvements when needed. They have strengthened the focus on developing children's vocabulary to prepare them for the subjects they will learn later.

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Early years Expected standard

Staff are caring and have high expectations. The early years environment is a calm, safe place to learn. The children treat it with respect. Children’s wellbeing is a priority and there are typically high-quality interactions between adults and children. Consequently, children are comfortable and keen to learn. This includes children who face barriers to their learning. Staff generally meet these pupils’ needs well.

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Early years Expected standard

Leaders ensure that the curriculum is taught effectively. As a result, children develop their knowledge and skills well. They gain the foundations they need in reading and number alongside their social and emotional development. Occasionally, staff do not use information from their checks on children’s learning well enough to adapt the curriculum and teaching and further strengthen its impact.

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Inclusion Expected standard

Leaders accurately identify and assess the needs of pupils who need to overcome barriers to their learning. For example, leaders work closely with staff and parents to identify pupils who have special educational needs and/or disabilities (SEND). Leaders provide appropriate training so that staff know how to meet these pupils’ needs. Consequently, pupils with SEND receive timely help and develop a sense of belonging.

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Inclusion Expected standard

Leaders provide effective support to disadvantaged pupils. Leaders use pupil premium funding appropriately. The school has reduced absence among disadvantaged pupils. These pupils are more involved in activities at school because of this support. Leaders work closely with external partners to support pupils who are known to social care services. Through successful partnerships with pupils and their families, the school maintains oversight of pupils’ changing needs. As a result, staff remove barriers to these pupils’ participation in school life.

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Inclusion Expected standard

Leaders typically evaluate the impact of their work to include all groups of pupils. However, leaders do not monitor precisely enough the progress and experiences of some pupils. Consequently, at times, the changes leaders make to support some pupils are not as effective as they could be.

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Leadership and governance Expected standard

School and trust leaders share an ambitious vision for pupils. Leaders understand the school’s strengths and priorities for development. They take purposeful action to make improvements. Leaders have raised attendance and made improvements to the curriculum. These successes have raised pupils’ achievement.

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Leadership and governance Expected standard

Leaders ensure that staff benefit from effective professional learning opportunities. This includes working with other schools. The programme of staff development builds expertise and enhances the quality of teaching. Leaders have recently updated the writing curriculum and its implementation across all key stages.

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Leadership and governance Expected standard

Leaders are mindful of workload when implementing new policies. They ensure that staff wellbeing is a priority. Staff value leaders’ approaches to promote their wellbeing and are proud to work at the school.

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Leadership and governance Expected standard

Trustees and local governors fulfil their roles effectively, including meeting their statutory duties. They share leaders’ determination to provide effective education and strive for continuous improvement. Trustees hold leaders to account for the impact of the school’s work. Together with local governors, they provide appropriate support and challenge.

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Leadership and governance Expected standard

Leaders build strong partnerships with parents. They draw on these trusting relationships to support pupils. Leaders work well with external professionals and the community to the benefit of pupils.

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Personal development and wellbeing Expected standard

Leaders ensure there is a coherent personal development programme across the school. This programme provides pupils with opportunities to build on their experiences through the curriculum, such as local visits when learning about history.

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Personal development and wellbeing Expected standard

Pupils have opportunities to be involved in a range of extracurricular activities, such as writing for the school newspaper and attending forest school. There are sporting opportunities, such as rugby and a football tour abroad for some pupils. Other pupils benefit from musical experiences such as singing in the choir and performing in a show. On the whole, leaders take effective steps to reduce any barriers to pupils’ participation in the personal development programme. The school’s health and relationship education programme prepares pupils well for the future. Pupils develop their understanding of how to keep themselves mentally and physically healthy, such as through good diet, exercise and sleep. Pupils learn the features of good friendships and gain an age-appropriate understanding of relationships. Leaders ensure that pupils know how to keep themselves safe online.

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Personal development and wellbeing Expected standard

Pupils develop their knowledge of fundamental British values, such as respect and tolerance. They live out these values in the way they treat each other. Pupils celebrate each other’s different languages and their heritage from across the globe. They learn about different faiths and non-religious worldviews. Leaders build pupils’ understanding of religious festivals, such as Eid and Divali.

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Personal development and wellbeing Expected standard

Pupils receive effective pastoral support. Staff get to know pupils before they join the school so that pupils have more confidence when they start. Leaders help pupils understand and manage their feelings. Staff encourage pupils to find someone to help them if they are feeling worried, or to help someone else if they are feeling positive about themselves.

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

Pupils are happy and safe. They are proud of their school and feel a sense of belonging. This includes pupils who face barriers to their learning. Staff build positive, caring relationships with pupils. They know pupils’ individuals needs well and build trusting partnerships with parents. Parents speak highly of the care and support that their children receive.

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

Pupils enjoy their learning and typically achieve well. In Reception Year, children get off to a good start. Pupils of all ages receive effective teaching. The curriculum builds the foundations that pupils need in reading, writing and mathematics. As a result, they are generally well prepared for their next steps in education. This is reflected by the school's published outcomes for achievement, which are broadly in line with national averages. Pupils enjoy learning the different subjects which make up the school’s wider curriculum. For example, they speak enthusiastically about learning French and developing their skills in physical education.

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

Pupils who need extra help to overcome challenges to their wellbeing, receive effective support and so achieve well. For instance, disadvantaged pupils typically achieve in line with their peers nationally. The school successfully identifies and meets the needs of pupils with special educational needs and/or disabilities.

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

Pupils behave well. They have positive attitudes to learning and to each other. The school helps them celebrate their differences and promotes important values, such as respect. Bullying rarely occurs. The school resolves any unkindness or falling out well. Most pupils attend school regularly.

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

Pupils enjoy the wider experiences the schools offers, such as residential visits. Those with leadership roles, such as class ambassadors, are proud to take on these responsibilities.

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Team inspectors:

Richard Lucas, Ofsted Inspector Stephen Wigley, Ofsted Inspector Pupils learn the importance of making a positive contribution to the local community. For example, they sing for residents in a local care home.

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Next steps

Leaders should further improve teachers’ pedagogical knowledge and use of assessment, so that they consistently make appropriate adaptations to teaching and strengthen pupils’ achievement at all key stages. Leaders should reduce absence further, so that pupils have high attendance and can consistently benefit from the school’s curriculum and wider opportunities. Leaders should evaluate more precisely the impact of their work on pupils who face barriers to learning, so that they consistently adapt strategies and approaches to make a sustained difference to pupils.

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About this inspection

This school is part of The Leaf 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), Ross Newman, and overseen by a board of trustees, chaired by Margaret Simmons-Bird.

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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 senior leaders, trust leaders, staff and pupils. The lead inspector met with the chair of the trust, governors and the CEO.

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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 joined The Leaf Trust in September 2023.

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About this inspection

The school currently uses no alternative provision.

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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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average

2024/25 (final) 56% 62% Close to average

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average

2023/24 (final) 60% 61% 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

2024/25 (final) 69% 75% Close to average

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average

2023/24 (final) 72% 74% 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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average

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 72% 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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average

2024/25 (final) 69% 74% 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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average

2024/25 (final) 43% 47% Close to average

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average

2023/24 (final) 47% 46% 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

2024/25 (final) 65% 63% Close to average

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average

2023/24 (final) 53% 62% 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

2024/25 (final) 57% 59% Close to average

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average

2023/24 (final) 67% 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

2024/25 (final) 57% 61% 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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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 5.5% 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 (3 term) 15.2% 13.0% Close to average

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national average

2023/24 (3 term) 16.8% 14.6% 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. 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

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