School etc

Avonmouth Church of England Primary School

Avonmouth Church of England Primary School
Catherine Street

phone: 0117 9030280

headteacher: Mrs Nicky McMahon

reveal email: head…


school holidays: via Bristol council

244 pupils aged 2—10y mixed gender
206 pupils capacity: 118% full

125 boys 51%

≤ 233y224a64b74c55y116y147y178y169y1410y9

120 girls 49%

≤ 254a34c35y196y157y138y119y1610y18

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 %

rooms to rent in Bristol

Schools nearby

  1. 0.4 miles Avon Primary School BS119NG (266 pupils)
  2. 0.6 miles Shirehampton Junior School BS119RR
  3. 0.6 miles Shirehampton Infant School BS119RR
  4. 0.6 miles Shirehampton Primary School BS119RR (427 pupils)
  5. 0.8 miles St Bernard's Catholic Primary School BS119TU (164 pupils)
  6. 0.8 miles Oasis Academy Brightstowe BS110EB (604 pupils)
  7. 0.9 miles Portway Community School BS110EB
  8. 1 mile Bluebell Valley Nursery School BS110LP
  9. 1 mile Weston Park Primary School BS110LP
  10. 1 mile Oasis Academy Long Cross BS110LP (370 pupils)
  11. 1.2 mile Our Lady of the Rosary Catholic Primary School, Bristol BS110PA (207 pupils)
  12. 1.2 mile Lawrence Weston School BS110QA
  13. 1.2 mile Bristol Gateway School BS110QA (68 pupils)
  14. 1.3 mile Pill CofE VC Junior School BS200JP
  15. 1.3 mile Crockerne Pill Infant School BS200JP
  16. 1.3 mile Crockerne Church of England Primary School BS200JP (349 pupils)
  17. 1.4 mile Kingsweston School BS110UT (159 pupils)
  18. 1.4 mile Long Cross Primary and Nursery School BS110LP
  19. 1.5 mile College of Care and Early Education BS110NT
  20. 1.6 mile St Katherine's School BS200HU (842 pupils)
  21. 1.6 mile St Bede's Catholic College BS110SU
  22. 1.6 mile St Bede's Catholic College BS110SU (948 pupils)
  23. 1.7 mile Freshways College BS110SA
  24. 1.8 mile St Mary's Church of England Voluntary Aided Primary School, Portbury BS207TR (99 pupils)

List of schools in Bristol

School report

Avonmouth Church of

England Primary School

Catherine Street, Bristol, BS11 9LG.

Inspection dates 15–16 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
    senior leaders.
  • 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
    local authority.
  • Inspectors took account of 17 responses to the online questionnaire (Parent View), as well as
    the parents’ responses to the recent governing body questionnaire.

Inspection team

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

Full report

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
    groups, through:
    – 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
    pupils’ progress
    – 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

Inspection judgements

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
    are effective.
Inspection report: Avonmouth Church of England Primary School, 15–16 November 2012 6 of 8

What inspection judgements mean


Grade Judgement Description
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

School details

Unique reference number 109140
Local authority Bristol
Inspection number 401036

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
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
Chair John Sanger
Headteacher Victoria Dupras
Date of previous school inspection 11–12 November 2009
Telephone number 0117 9030280
Fax number 0117 9823595
Email address reveal email: avon…
Inspection report: Avonmouth Church of England Primary School, 15–16 November 2012 8 of 8


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