Emersons Green Primary School

Emersons Green Primary School

Address: Guest Avenue, Emersons Green, Bristol, BS16 7GA Unique reference number (URN): 150000

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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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Inclusion Exceptional

The school’s inclusive culture and practices are exceptional. Leaders’ high aspirations for all pupils to achieve, belong and thrive underpin all aspects of the school’s work. Staff are highly effective at precisely identifying the varied needs of pupils. They use this information to plan well-tailored support so that barriers to learning and wellbeing can be rapidly removed. Most impressive, however, is pupils’ own understanding of the importance of including everyone. This means they actively look for opportunities to help and include others, for example by choosing to play accessible sports so they can all be part of one team.

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Inclusion Exceptional

Leaders have ensured that pupils with special educational needs and/or disabilities have the adaptations they need to learn very effectively alongside their peers. For example, pupils with visual impairment use resources provided in large print or Braille. Staff work diligently to ensure that all pupils have a voice and express their needs and wants to others. Pupils across the school know how to use communication devices and many have learned Makaton. This means that those pupils who use these are seamlessly included in lessons and social times by their peers.

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Inclusion Exceptional

The school’s specially resourced provision for pupils with visual impairment and physical disabilities is impressive. Highly trained staff enable pupils to access the specialist support they need to thrive, including physiotherapy. These pupils take part in all aspects of school life. For example, they attend all trips, volunteer in the community and act as positive role models for other pupils.

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Inclusion Exceptional

Leaders use additional funding to support disadvantaged pupils to engage with education, for example by helping them to participate in clubs and trips. Where pupils attend an alternative provision, this has been deliberately chosen to meet very specific needs in a way that the school alone cannot.

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Achievement Strong standard

Pupils achieve highly at this school. Leaders have created a culture in which staff hold the highest expectations for all pupils. Pupils quickly develop the foundational skills of reading, writing and mathematics alongside developing their oracy skills. Staff work together to ensure that barriers to learning such as special educational needs and/or disabilities are overcome. This means that pupils who are disadvantaged are equally well prepared for their next steps in education as their peers.

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Achievement Strong standard

Pupils produce high-quality written work and talk confidently about what they know and remember from the subjects they have learned. The school’s published national test results exemplify the achievement in the school. For example, reading outcomes are higher than those nationally. However, for many pupils, their impressive progress over time is not reflected in these attainment measures. Instead, it shines through the improving quality of their work and in their growing independence with their learning.

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Attendance and behaviour Strong standard

Leaders have set high expectations for attendance. Staff work closely with families and other professionals to identify any barriers to pupils attending school. The school, parents and carers work in partnership to support pupils to attend school well. As a result of this diligent and determined work, attendance across the school has steadily improved to be above the national average. Equally, persistent absence has reduced dramatically this year to be below the national average.

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Attendance and behaviour Strong standard

Pupils of all ages understand their personal responsibility for behaving well so that everyone can learn without disruption. Leaders have established clear routines that help pupils to behave well around the school. Older pupils act as role models for younger pupils. As a result, the behaviour in classrooms and around the school is calm and pupils show a consistently positive attitude towards their learning. Staff quickly and effectively support pupils to improve their behaviour. The school's values of respect, kindness, empathy and bravery are so well understood by pupils that bullying and unkind behaviour are rare. Pupils actively report any concerns, knowing that staff will help them.

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Curriculum and teaching Strong standard

Leaders have carefully planned a broad and ambitious curriculum. The school, with the support of the trust, closely monitors how effectively the curriculum is helping to build pupils’ knowledge and skills. Leaders use this information to adjust the curriculum as required. For example, improvements to the mathematics curriculum have resulted in a highly effective approach to teaching that is now in use across all year groups.

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Curriculum and teaching Strong standard

Reading is highly valued at the school. Pupils enjoy sharing stories and learn to read quickly. They enthusiastically recommend new authors to each other to share their passion. Leaders are now rightly focused on embedding highly effective assessment so that pupils continually develop the sophistication of their writing across the curriculum.

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Curriculum and teaching Strong standard

Teachers have the subject knowledge and expertise they need to teach the curriculum effectively. Teachers and classroom staff share leaders’ ambitions for all pupils to achieve as highly as they can. They carefully identify the starting points of pupils so that teaching can be expertly adjusted to meet pupils’ individual needs, for example by providing additional opportunities for pupils to rehearse their learning so that they remember. Teachers give pupils the feedback they need to make improvements to their work.

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Early years Strong standard

Leaders have deliberately planned the early years curriculum to support children to make a strong start to their school life. A thorough transition programme helps to build excellent relationships between the school and families. Children quickly learn the routines of the school day and enjoy their learning. Staff consistently reinforce the school values so that children have the confidence to be ‘mighty’ in their learning. Staff expertly identify children’s starting points and individual needs. Leaders carefully plan learning opportunities to swiftly support children to secure the foundational skills they need. For example, highly skilled staff support play to develop children's social interactions as well as their vocabulary and pronunciation. Children learn to read quickly. Stories and rhymes ignite children’s imaginations and inspire their own creative play.

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Early years Strong standard

Children are well prepared for Year 1. Staff carefully check children's progress over time. They work with other professionals to expertly make adaptations to support children to develop and learn as well as they can. Consequently, children with special educational needs and/or disabilities or other barriers to their learning make impressive progress from their starting points.

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Leadership and governance Strong standard

The school joined the Leaf Trust when it formed in September 2023. School and trust leaders have developed a culture of inclusion and aspiration across all aspects of the school’s work. They place the needs of pupils at the centre of their decision-making. Leaders generously share their work with the wider education community in the spirit of working together to improve pupils' life chances, for example by welcoming visitors to their impressive Resource Base. Equally, their work with healthcare professionals is seen as an example of best practice.

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Leadership and governance Strong standard

Leaders and those responsible for governance carefully monitor the impact of the school’s work. Where leaders have identified an area for improvement, such as in the teaching of writing, they have taken swift and effective action. Trustees and local governors both support and challenge leaders to continue to improve the school.

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Leadership and governance Strong standard

Staff are proud to work at the school. Staff and leaders unite as a team with the sole focus of supporting pupils to be successful. Leaders are considerate of the workload and wellbeing of staff. The school, with the support of the trust, provides staff with high-quality professional development. Leaders encourage staff to become experts in inclusive practices, for example by learning physiotherapy techniques or braille to ensure that all pupils can thrive.

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Leadership and governance Strong standard

Parents are highly positive about the school. They confidently recommend it to other parents. During the inspection, many parents shared their heartfelt appreciation for the way the school supports their child to achieve, belong and thrive.

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Personal development and wellbeing Strong standard

Leaders have thoughtfully planned the taught personal development curriculum as well as extra-curricular activities. Leaders expertly adapt the curriculum to prepare all pupils for their future independent adult lives. For example, pupils learn about consent and healthy relationships so that they can advocate for themselves. They also learn how to look after their physical and mental health. Pupils use their knowledge of different characteristics to actively identify ways in which they can include everyone in events, such as obstacle courses and school camps.

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Personal development and wellbeing Strong standard

Pupil leadership is a clear strength of the school. Prefects, reading leaders, Green Team and mission leaders are just some of the groups of pupils who make a positive difference to the life of the school. Staff encourage all pupils to do something that makes the school and world a better place. For example, pupils created accessible treasure hunts to encourage others to take a greener route to school. Pupils also volunteer in the local community. They have recently visited local playgroups to donate play equipment. They also grew plants to distribute to families through the local food bank.

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Personal development and wellbeing Strong standard

The wide range of extra-curricular clubs help pupils to find their individual talents or interests. Pupils enjoy the sports, crafts, music, drama and gardening groups. Trips, such as to museums and places of worship, bring the curriculum to life for pupils. No activity takes place without careful consideration about how to include everyone. Consequently, very high numbers of pupils participate regularly in clubs and all attend the school trips.

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Personal development and wellbeing Strong standard

Leaders passionately believe that for pupils to be effective, learners they need to feel happy and safe. Therefore, the school is proactive in identifying needs and putting highly effective pastoral support in place, for example by working with pupils on social stories to help them understand challenging events in their lives.

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

This school firmly believes that all pupils can be ‘mighty’. This motto has instilled in pupils the confidence that everyone can be successful so long as they are brave enough to try. Consequently, pupils have a highly positive attitude towards their learning. Pupils make excellent progress from their starting points. The high-quality curriculum and effective teaching prepare pupils well for their next phase of education.

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

Leaders quickly identify pupils’ barriers to learning and wellbeing. They work closely with other professionals to provide highly effective support to consistently overcome these challenges. The school also supports pupils and their families to ensure that pupils attend regularly.

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

The school is highly inclusive. Pupils understand their own responsibilities to be a positive member of the school. They understand the values that are important to modern Britain. They talk eloquently about how they show these values in their own actions. For example, pupils celebrate difference and show a high level of respect for others. Pupils themselves have organised school events such as treasure hunts and obstacle courses. They always ensure that these are accessible for everyone. Equally, pupils contribute to the local community, for example through volunteering at the local memory café and charity fundraising.

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

Pupils are exceptionally proud of their school. There are warm, respectful relationships between pupils and staff. These help pupils to feel safe. The highly inclusive culture of the school means that pupils feel that they belong. Bullying is rare and never tolerated. Pupils act as role models for each other, demonstrating kindness and helping to make the school the best it can be. The children in Reception Year are quickly welcomed into the school. They confidently remind visitors that ‘we may be small, but we are mighty too!’

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Team inspectors:

Lorna Buchanan, Ofsted Inspector Chriss Ellison, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should make sure that highly effective assessment is consistently used to inform teaching so that it supports pupils to achieve as highly as possible in all aspects of their learning.

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About this inspection

The 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, 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 school and trust leaders. Inspectors also spoke with teaching staff, support staff and representatives of those responsible for governance.

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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 has specially resourced provision for pupils with visual impairment and physical disabilities. Currently, there are 14 places in this provision.

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About this inspection

The school uses one unregistered alternative provision.

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About this inspection

Executive Headteacher: Simon Botten : Head of School: Soraya Young The inspector(s) used this data during the full inspection on 9 June 2026

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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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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

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) 79% 75% Close to average

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average

2023/24 (final) 80% 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

2023/24 (final) 70% 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) 79% 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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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

2022/23 59% ‘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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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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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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