Christ The King Catholic Primary School, Thornbury

Thornbury

Address: Easton Hill Road, Thornbury, Bristol, BS35 1AW Unique reference number (URN): 109267

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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, with outcomes broadly in line with national measures in most areas. However, pupils generally perform above the national average in the Year 1 phonics screening check. This supports their learning across a range of subjects. Pupils with special educational needs and/or disabilities, and disadvantaged pupils, make steady progress. Nevertheless, some pupils do not always receive sufficient challenge in their learning. As a result, the proportion reaching the higher standard remains smaller that it could be.

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Achievement Expected standard

Pupils develop appropriate knowledge and skills across the curriculum. They remember important information and make connections. For example, pupils recall their learning about plants and use subject-specific language such as 'anther' and 'filament' when explaining their plant dissection experiments. They can describe the function of each part of a flower and how this helps the plant to reproduce. Other pupils describe the impact of Ancient Greek philosophers, such as Pythagoras and Aristotle, on science and modern thinking.

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Attendance and behaviour Expected standard

Leaders provide pupils with a deep sense of belonging. They build positive relationships with families to understand and remove any barriers that hinder regular attendance. Leaders work proactively with external agencies, such as mental health professionals, to secure extra guidance for pupils. Personalised strategies and adaptations boost pupils' confidence to attend. For example, the breakfast club enables pupils to arrive on time. Leaders’ work to improve attendance has been effective. Attendance is now above the national average.

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Attendance and behaviour Expected standard

Leaders encourage pupils to be the best they can be. The school is calm and cheerful. Pupils understand and live up to the school rules. For example, they learn to be respectful, kind, safe and ready to learn. Leaders carefully identify where pupils may need support to manage their behaviour, and they respond effectively. During social times, pupils make up their own games in ‘Taaffe’s turf’, play football or tag. In the classroom, they typically work hard and show pride in their learning. Most are enthusiastic about learning and keen to participate in lessons. Bullying is rare, and pupils know that should it happen, staff will quickly deal with it.

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Curriculum and teaching Expected standard

Leaders clearly understand the curriculum and teaching priorities. They know the school’s context and lead the school with care and humility. The curriculum is well sequenced. It sets out what pupils should learn in each year group. Teachers follow the planned curriculum. Typically, they explain new learning clearly. In the early years and key stage 1, teachers deliver phonics effectively. Pupils learn the sounds and letters that they need to know to begin to read and write. The school ensures that any pupils who fall behind in their reading catch up quickly. Leaders ensure that teachers check what pupils know and can do before moving on to new content. This helps pupils make progress from their starting points. Staff receive training to meet the needs of pupils with special educational needs and/or disabilities (SEND). For example, they use suitable adaptations to help pupils with SEND overcome barriers and access learning alongside their peers.

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Curriculum and teaching Expected standard

Leaders have strengthened the teaching of writing and raised expectations across the school. As a result, pupils write with growing confidence and accuracy. Interesting and diverse texts help broaden pupils’ vocabulary and language. However, for some older pupils, leaders still need to address weaknesses in handwriting and spelling.

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Early years Expected standard

Leaders ensure that children in the early years benefit from a positive start to their education. Well-established routines enable children to settle quickly. Staff build nurturing relationships with every child. This care extends to the children too, who learn to look out for one another. The early years curriculum provides effective foundations in reading, writing and mathematics. It identifies the key knowledge children need to know and when they should learn it. High-quality interactions from staff support children's communication and language development. Children then use this language and vocabulary in conversation and in their wider play. By the end of the Reception Year, children are well prepared for key stage 1.

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Early years Expected standard

Children demonstrate curiosity and enjoyment both inside and outside the classroom. Time in the wooded area helps them learn to take safe risks. They climb trees, traverse the climbing frame and play together. This helps children develop their gross motor skills and strengthens the muscles needed for writing. Leaders quickly identify any children with special educational needs and/or disabilities. Skilled staff ensure that these children receive the right support. The school shares information about children’s learning with parents, which promotes positive partnership working.

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Inclusion Expected standard

Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, benefit from leaders accurately identifying barriers to their learning. Leaders draw on external agencies' expertise where necessary. Specialists, such as educational psychologists or speech and language therapists, help strengthen learning opportunities and match them closely to pupils’ specific needs. Pupils also receive guidance to look after their own mental health, for example through access to a mental health support worker.

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Inclusion Expected standard

Leaders hold a deep understanding of pupils as individuals. They know when pupils face challenges to their learning or wellbeing and begin tackling them right from the start. Pupils receive appropriate adaptations such as visual prompts, wobble cushions or resistance chair bands. Some take part in morning sensory circuits that help them manage their emotions and settle into their classrooms. Selected pupils receive structured support, such as practising reading fluency and learning key words, to enable them to build the skills they need to learn.

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Inclusion Expected standard

Leaders make decisions in the best interests of pupils. They use additional funding such as the pupil premium thoughtfully. Pupils benefit from this and access opportunities that enhance their wellbeing and make appropriate progress. Where leaders use alternative provision, it appropriately targets the needs of pupils.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and areas for improvement. They largely act quickly and appropriately so that pupils, including those with special educational needs and/or disabilities, achieve success. For example, improvements in the teaching of early reading have led to Year 1 phonics screening results being above the national average. Leaders know that they need to keep strengthening the writing curriculum so more pupils achieve highly. Leaders foster an inclusive culture of belonging, acceptance and care throughout the school. They know pupils and their families well. This knowledge, combined with effective pastoral care, enables pupils to build confidence, social skills and emotional resilience so they can learn successfully alongside their peers. Leaders often go to great lengths to offer assistance when needed.

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Leadership and governance Expected standard

Governors care deeply about the school and fulfil their statutory duties. They show passion and commitment to the ethos and community of the school. Governors understand what is going well and what needs to continue to improve. That said, at times, they lack rigour in how they challenge leaders. Leaders offer staff thoughtfully planned professional development. For example, staff receive training to adapt learning activities to meet all pupils' needs. They feel proud to work at the school. Staff value how leaders prioritise workload, and they feel that leaders are considerate of their time and wellbeing. Parents and carers regard the school as a safe, caring environment in which their children can thrive.

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Personal development and wellbeing Expected standard

Leaders ensure that a rich, well-rounded personal development and wellbeing offer exists across the school. The personal, social, health and economic education curriculum, coupled with the school’s Catholic ethos, helps pupils to live life to the full. Typically, pupils develop secure knowledge across the curriculum. They learn how to stay healthy, keep themselves safe online and manage their mental health. Leaders provide opportunities for pupils to find and develop talents in the arts and sports. For example, pupils learn to play the ukulele, djembe drums and ocarinas in whole-class lessons. They also learn to be physically active, taking part in the daily mile and a range of sporting competitions including football and rugby. Older pupils build confidence and resilience from residential experiences, where they enjoy trips to the beach, abseiling and other outdoor adventurous activities.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values and recognise how these link to their own school values such as respect and compassion. Pupils visit the Houses of Parliament to develop their understanding of democracy. Older pupils willingly take on responsibilities, including as house captains and members of the school chaplaincy, which organises cake sales for charity. Year 6 pupils take pride in looking after their Reception ‘buddies’, reflecting the nurturing ethos that underpins the school.

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Personal development and wellbeing Expected standard

Pupils contribute to the wider community through links with the parish. They make cards and deliver these to local care homes. This teaches pupils the importance of kindness and compassion. Multi-faith weeks deepen pupils' understanding of cultures and faiths different to their own. Inspirational visitors to the school encourage pupils to be ambitious and boost their confidence. These visitors talk about their careers and experiences, which shows pupils what they might achieve in the future.

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

Pupils take pride in being part of this friendly and nurturing school. They benefit from its caring ethos, where staff get to know pupils and their families well. Positive relationships create a culture of belonging. A strong sense of togetherness and unity shapes school life. Pupils show the school’s Catholic values, such as honesty and perseverance, in their daily interactions. Established routines help build a calm and purposeful start to the day. As a result, pupils like school and feel safe.

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

Most pupils benefit from effective teaching, leading to suitable progress overall. Staff ensure that all pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities, participate fully in all aspects of school life. Appropriate adaptations help them to access learning alongside their peers. This means that pupils typically achieve well through a curriculum that they enjoy.

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

Across the school, pupils behave well and display positive attitudes to their learning. They show respect for others, demonstrate good manners and often ask visitors how their day is going. They value the many rewards and incentives on offer, including ‘Tea with Mrs Mainwaring’ and ‘star awards’. Pupils do not worry about bullying because they know that staff will quickly deal with any issues that occur.

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

Pupils can take part in a range of extra-curricular activities. These include choir, football, Lego, gardening and art. These activities develop their talents and interests. Carefully considered trips enhance pupils’ learning experiences. These include visits to the local zoo or farm, and to places further afield, such as Hampton Court, which deepen pupils' knowledge of history. Parents and carers overwhelmingly describe Christ the King Primary School as warm and nurturing. Many appreciate the dedication and level of care shown to their children.

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Next steps

Leaders should continue embedding the writing curriculum changes and ensure that staff deliver them consistently to secure pupils' foundational knowledge and skills, particularly in handwriting and spelling. Leaders should make sure that teachers challenge the most able pupils and extend and deepen pupils' knowledge across the curriculum, so that more pupils achieve highly. Leaders and governors should strengthen strategic oversight by using information more precisely to sharpen priorities and evaluate improvement work.

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Lead inspector:

Gavin Summerfield, His Majesty's Inspector

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Team inspectors:

Wendy Hanrahan, Ofsted Inspector Chris Hansen, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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About this inspection

The chair of the board of governors in this school is Angela Willan.

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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

The inspectors met with the headteacher and other leaders and staff during the inspection. The lead inspector met with a group of governors, including the chair, and had a telephone conversation with the representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Catholic religious character. It is in the Diocese of Clifton. Its last section 48 inspection of its religious character took place in October 2023.

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About this inspection

The school currently uses one registered alternative provision.

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About this inspection

Headteacher: Mary Mainwaring 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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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) 57% 62% Close to average

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average

2022/23 (final) 62% 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

2024/25 (final) 70% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 77% 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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average

2024/25 (final) 74% 72% Close to average

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average

2022/23 (final) 69% 71% 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

2022/23 (final) 77% 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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average

2024/25 (final) 57% 47% Close to average

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average

2023/24 (final) 43% 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) 71% 63% Close to average

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average

2023/24 (final) 71% 62% Close to average

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average

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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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) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 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) 11.0% 13.0% Close to average

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national average

2023/24 (3 term) 13.6% 14.6% Close to average

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national average

2022/23 (3 term) 19.9% 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. 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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