Avonmouth Church of England Primary School
phone: 0117 9030280
headteacher: Mrs Nicky McMahon
206 pupils capacity: 118% full
125 boys 51%
120 girls 49%
Last updated: Sept. 18, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 352149, Northing: 177613
- GPS coordinates
- Latitude: 51.495, Longitude: -2.6907
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 15, 2012
- Diocese of Bristol
- Region › Const. › Ward
- South West › Bristol North West › Avonmouth
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Avon Primary School BS119NG (266 pupils)
- 0.6 miles Shirehampton Junior School BS119RR
- 0.6 miles Shirehampton Infant School BS119RR
- 0.6 miles Shirehampton Primary School BS119RR (427 pupils)
- 0.8 miles St Bernard's Catholic Primary School BS119TU (164 pupils)
- 0.8 miles Oasis Academy Brightstowe BS110EB (604 pupils)
- 0.9 miles Portway Community School BS110EB
- 1 mile Bluebell Valley Nursery School BS110LP
- 1 mile Weston Park Primary School BS110LP
- 1 mile Oasis Academy Long Cross BS110LP (370 pupils)
- 1.2 mile Our Lady of the Rosary Catholic Primary School, Bristol BS110PA (207 pupils)
- 1.2 mile Lawrence Weston School BS110QA
- 1.2 mile Bristol Gateway School BS110QA (68 pupils)
- 1.3 mile Pill CofE VC Junior School BS200JP
- 1.3 mile Crockerne Pill Infant School BS200JP
- 1.3 mile Crockerne Church of England Primary School BS200JP (349 pupils)
- 1.4 mile Kingsweston School BS110UT (159 pupils)
- 1.4 mile Long Cross Primary and Nursery School BS110LP
- 1.5 mile College of Care and Early Education BS110NT
- 1.6 mile St Katherine's School BS200HU (842 pupils)
- 1.6 mile St Bede's Catholic College BS110SU
- 1.6 mile St Bede's Catholic College BS110SU (948 pupils)
- 1.7 mile Freshways College BS110SA
- 1.8 mile St Mary's Church of England Voluntary Aided Primary School, Portbury BS207TR (99 pupils)
Avonmouth Church of
England Primary School
Catherine Street, Bristol, BS11 9LG.
|Inspection dates||15–16 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The achievement of pupils is good and has |
Due to good teaching, pupils make good
The headteacher and deputy headteacher
The governing body is knowledgeable about
been improving year on year.
progress, often from starting points which are
below the expected levels.
have successfully taken action which has
improved the quality of teaching and the
achievement of pupils.
the school. It is becoming more closely
involved and, as a result, has a good
understanding of the school’s strengths and
| Excellent provision for pupils’ spiritual, moral, |
Attendance is above average and has been
Pupils feel safe and well cared for due to the
social and cultural development has ensured
that pupils have a good understanding of, and
respect for, diversity. It has promoted pupils’
high self-esteem and independence, which can
be seen in their good behaviour.
rising steadily for the past five years. There are
very few exclusions.
warm and caring relationships they have with
staff. Bullying is rare, and is dealt with
promptly and effectively. Safeguarding
arrangements and policies are robust.
| Not all teaching is yet good or outstanding |
Subject leaders are not fully involved in
and there are variations in the effectiveness,
which means that rates of progress are not
always consistent across the school.
monitoring their areas of responsibility.
| The learning environment and activities do not |
always encourage pupils to improve their
writing and communication skills.
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||2 of 8|
Information about this inspection
- Inspectors observed 16 lessons or parts of lessons, of which three were joint observations with
- Inspectors listened to pupils from Years 1, 2 and 6 reading, and held discussions with Year 6
pupils about their experiences of school.
- They looked at pupils’ work in books as well as during lessons.
- School documentation was examined, including self-evaluation, monitoring records of the quality
of teaching, school’s data on pupils’ progress, the school improvement plan, and the governing
body minutes. Inspectors also looked at the school’s records on behaviour, attendance and
- Meetings were held with two members of the governing body and a representative from the
- Inspectors took account of 17 responses to the online questionnaire (Parent View), as well as
the parents’ responses to the recent governing body questionnaire.
|Anne Newall, Lead inspector||Additional inspector|
|Simon Bishop||Additional inspector|
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||3 of 8|
Information about this school
- This is a school of average size, with a higher proportion of girls than boys, although there is
considerable difference in the number of boys and girls in different year groups.
- There is an above-average proportion of children entitled to extra support through the pupil
premium funding initiative.
- The proportion of pupils from minority ethnic groups or who speak English as an additional
language is lower than the national average.
- The proportion of disabled pupils or those with special educational needs supported by school
action is lower than the national average, while the proportion supported by school action plus
or with a statement of special educational needs is similar to the national picture. Their needs
are mainly to do with speech, language and communication difficulties, or behavioural, social,
and emotional difficulties.
- There is an on-site breakfast club, managed by the governing body.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Raise the quality of teaching so that it is all consistently good or outstanding across all year
– supporting and challenging teachers whose teaching is not yet consistently good to improve,
through higher expectations and appropriate training
– sharing the expertise of outstanding teachers within the school to develop the skills of all
– improving the quality of marking and feedback to that of the best within school so that pupils
are given clear guidance on how to improve their work.
- Developing more shared leadership and extend the role of subject leaders by:
– providing training in the use of assessment data so that they are able to accurately monitor
– ensuring they are given time to carry out the full range of monitoring activities including
lesson observations and scrutiny of pupils’ work.
- Increasing the rate of pupils’ progress in writing through improving their vocabulary, so that
attainment in all year groups is increased, by:
– in the early years and Key Stage 1, providing an environment which is richer in opportunities
for pupils to make the link between spoken and written words, for example labelling and
captions on storage trays and displays
– creating role-play areas and opportunities where pupils of all ages can apply the skills and
knowledge taught in other subjects.
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||4 of 8|
|The achievement of pupils||is good|
- Pupils make good progress in the Early Years Foundation Stage, often from starting points which
are below the expected levels for their age, so that they enter Year 1 mostly having met their
early learning goals. There is some variation between different year groups, with the current
Year 3 pupils having been well below their expected levels for their age on entry to Year 1.
- Due to improvements in the quality of teaching and assessment, pupils currently in Key Stage 1
are making better progress than in previous years. In 2012, pupils achieved levels very close to
national expectations in reading, writing and mathematics. This represents an improvement in
attainment in Key Stage 1 since the last inspection.
- The rate of progress has also increased in Key Stage 2, with attainment in 2012 being above
national expectation in both mathematics and English. This reflects a rising trend in attainment
in mathematics over several years. In English, apart from a dip in 2011, attainment has risen
steadily since 2008 and is now above the national average.
- The rate of progress is not always consistent across all year groups. This is due to variations in
the quality of teaching, for example in marking, which are being addressed.
- Pupils supported through pupil premium funding make progress at least as good, and sometimes
better, than their peers.
- Almost all disabled pupils and those with special educational needs make at least the expected
progress and sometimes better.
- Pupils are enthusiastic about reading, and early reading skills are taught well, and this provides
a good basis for further progress. In the recent phonics screening check for Year 1 pupils, the
school achieved results similar to the national average.
|The quality of teaching||is good|
- Teaching has improved since the last inspection because senior staff have provided effective
feedback to teachers on how to improve. Most teaching is now consistently good but there is not
yet enough outstanding teaching to ensure more rapid rates of progress across the whole
- The learning mentor plays an important role in the school and effectively supports the personal
development and learning of a large number of pupils.
- Teachers are fully committed to improving their own teaching, reflected in their performance
management targets which are related to pupils’ learning. Support from the local authority has
been very effective, for example in helping teachers adjust their teaching styles to suit the
different ways in which children learn. Excellent use is made of the rich local heritage to improve
learning, such as the local Roman ruins, the nearby river Avon and the conservation area.
- Most teachers have consistently high expectations and match learning to individual need. Where
the pace of learning slows, it is because the work is not closely matched to pupils’ ability and
they lose interest. In the most effective lessons, such as a mathematics lesson on weight in Year
4, careful planning ensured every pupil was actively engaged throughout and made excellent
progress in their understanding. The support from teaching assistants is excellent, and plays a
strong part in good learning throughout the school; it is particularly effective in the teaching of
phonics (letters and their sounds).
- The majority of marking and feedback to pupils is of a high standard, giving them praise but
also clear pointers for improving their work. In the best examples, pupils are given guidance
through marking and also given time to act upon it, so that they become skilled at reviewing and
improving their own work. However, this good practice is not yet consistent across the school
and does not guarantee that pupils get as much benefit from the dialogue with staff as they
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||5 of 8|
|The behaviour and safety of pupils||are good|
- The vast majority of pupils behave well in lessons and have positive attitudes towards learning.
Evidence in school documentation, staff questionnaires and the views of pupils and parents and
carers indicates that this is typically the case
- Staff, and in particular the learning mentor, have been effective in improving the behaviour of
the small minority of pupils who find it difficult to control themselves.
- Pupils say they feel safe in school. They say bullying is rare, and ‘it is stamped on straight away’.
They are taught about safety in a range of situations, including when using the internet, and
have a good awareness of risk.
- A strength of the school is the way in which all pupils are valued as individuals, and there is no
discrimination. Pupils get on well together and pupils from different cultures are welcomed. The
breakfast club provides pupils with good opportunities to socialise and play together in a safe
and caring environment at the beginning of the day.
- The majority of parents and carers, staff and governors believe that behaviour is good, and this
is confirmed by observations of pupils in lessons and around the school.
- Pupils’ attendance has increased year on year since 2008 and is now above average.
|The leadership and management||are good|
- Very effective leadership by the headteacher and deputy headteacher have led to rapid
improvement over the past two years.
- Accurate self-evaluation has led to successful implementation of plans to improve achievement
and progress of all pupils. For example, changes to the curriculum have created more
opportunities for practical activities, resulting in pupils being more interested in what they are
learning. The decision by senior leaders to implement a whole-school story-making project
meant a rapid improvement in the quality of pupils’ writing.
- Any cases where pupils’ individual needs are not met are identified promptly and catch-up
programmes are put into place. Staff work as a very effective team, determined to make the
most of all opportunities to enhance the experiences of their pupils. Staff who responded to the
inspection questionnaire were overwhelmingly positive, and say the school is well led and
- Performance management of staff linked to salary progression has contributed to improvements
in the quality of teaching, and has raised the rate of progress of pupils, particularly those
entitled to pupil premium support.
- Middle leaders are involved in monitoring their subjects but are not fully aware of achievement
and progress in all year groups.
- The spiritual, moral, social and cultural development of pupils is strong and the curriculum
provides a rich range of learning opportunities which captures pupils’ interest and encourages
them to learn. Equal opportunities permeate the school, which has a very inclusive culture.
- The governance of the school:
– The governing body, which has several relatively new members and a new Chair, is
knowledgeable about the work of the school, and regularly challenges the school’s leaders by
asking relevant questions about the school’s performance and takes a full part in decisions
regarding teachers’ status and pay. They receive high-quality reports from the senior leaders,
for example about pupils’ progress and the use of the pupil premium. While most governors
have been able to access training to help them in their role, further training would enable
them to more fully understand the strengths and weaknesses of the school compared to all
schools nationally. All statutory policies relating to the safeguarding of pupils are in place and
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||6 of 8|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||7 of 8|
|Unique reference number||109140|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||264 including Nursery|
|Appropriate authority||The governing body|
|Date of previous school inspection||11–12 November 2009|
|Telephone number||0117 9030280|
|Fax number||0117 9823595|
|Inspection report:||Avonmouth Church of England Primary School, 15–16 November 2012||8 of 8|