Bishopton Primary School
phone: 01789 205058
headteacher: Mr Lester Hunt
154 pupils capacity: 127% full
110 boys 56%
85 girls 43%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 418397, Northing: 255694
- GPS coordinates
- Latitude: 52.199, Longitude: -1.7322
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 31, 2013
- Region › Const. › Ward
- West Midlands › Stratford-on-Avon › Stratford Mount Pleasant
- Urban > 10k - less sparse
- SEN priorities
- SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Free school meals %
- 0.1 miles Marie Corelli School CV379PT
- 0.4 miles Southern Area Pupil Referral Unit CV379DD
- 0.6 miles Stratford upon Avon High School CV379DH
- 0.6 miles Stratford Upon Avon School CV379DH (1454 pupils)
- 0.7 miles Shottery St Andrew's CofE Primary School CV379BL (68 pupils)
- 0.7 miles The Willows CofE Primary School CV379QN (388 pupils)
- 0.7 miles Stratford-upon-Avon Grammar School for Girls A Specialist College for Language and Science CV379HA
- 0.7 miles Stratford-upon-Avon College CV379QR
- 0.7 miles Stratford Girls' Grammar School CV379HA (653 pupils)
- 1 mile Thomas Jolyffe Primary School CV376TE (360 pupils)
- 1.1 mile Stratford-upon-Avon Primary School CV376HN (221 pupils)
- 1.1 mile The Elfin Pre-Preparatory and Nursery School CV376HT
- 1.1 mile Welcombe Hills School CV376TQ (166 pupils)
- 1.2 mile St Gregory's Catholic Primary School CV376UZ (208 pupils)
- 1.2 mile King Edward VI School CV376HB
- 1.2 mile Stratford Preparatory School CV376BG (113 pupils)
- 1.2 mile Lambert School CV376TQ
- 1.2 mile King Edward VI School CV376HB (635 pupils)
- 1.8 mile Wilmcote CofE (Voluntary Aided) Primary School CV379XD (77 pupils)
- 1.9 mile Bridgetown Primary School CV377JP (360 pupils)
- 2 miles Forge House Preparatory School CV378HW
- 2.4 miles Alveston CofE Primary School CV377BZ (198 pupils)
- 3 miles The Croft Preparatory School CV377RL (391 pupils)
- 3.2 miles Snitterfield Primary School CV370JL (99 pupils)
Bishopton Primary School
Drayton Avenue, Stratford-upon-Avon, CV37 9PB
|Inspection dates||31 January–1 February 2013|
|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
| Pupils make good progress in reading, writing |
Achievement in English and mathematics by
Children in the Reception class achieve well in
Pupils with speech and language difficulties in
and mathematics in Years 1 and 2 because
they are taught well.
Year 6 is well above average. Inspirational
teaching in Years 5 and 6 ensures all pupils
make rapid progress.
all areas of learning.
the special resource base are helped to speak
clearly. As they do so they become confident
| Pupils are safe and behave well. They enjoy |
The leaders and the governing body work very
Thorough checking of teaching has resulted in
school and have a positive attitude to learning.
hard to improve the school so that every pupil
can achieve as well as possible.
rapid improvement in its quality. This has
contributed to pupils’ much improved
achievement since the previous inspection.
| In a few lessons, teachers do not always |
Occasionally, teachers take too long to
Teaching assistants do not always contribute
make enough use of their knowledge about
what pupils already know to move them on
quickly enough with new learning.
explain to pupils what they need to do which
slows their learning.
sufficiently to pupils’ learning.
| Some pupils do not come to school as often as |
they should. This slows their progress.
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||2 of 10|
Information about this inspection
- The inspectors observed 11 lessons taught by seven different teachers, and a session taught by
a teaching assistant. Seven of the lessons were observed jointly with a member of the senior
leadership team. Inspectors also heard pupils from different classes read, and conducted a work
scrutiny with the headteacher to assess pupils’ progress.
- Meetings were held with staff, pupils, members of the governing body, a representative from the
local authority and an external consultant who supports the school.
- The inspectors looked at assessment information (including progress data from the speech and
language resource base), statements of special educational needs, attendance data, the school’s
improvement plan, the school’s monitoring information, a wide range of policies including
safeguarding policies, and governing body documentation. The lead inspector examined 21 staff
- There were 20 responses to the online parent questionnaire (Parent View) at the time of the
inspection. These views were taken into account by inspectors, along with letters sent in to the
school for the attention of the inspection team. The leading inspector also spoke face-to-face
with three parents of children in the Reception class.
|Jeffery Plumb, Lead inspector||Additional Inspector|
|Steven Cartlidge||Additional Inspector|
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||3 of 10|
Information about this school
- This is a below-average sized primary school, but the number on roll has increased since the last
- The proportions of pupils from minority ethnic backgrounds and those learning English as an
additional language are average.
- A few pupils are from Traveller families.
- There is specially resourced provision for 10 pupils with special educational needs. They have
speech and language difficulties.
- The proportions of disabled pupils and those who have special educational needs supported
through school action, and those supported through school action plus or with a statement of
special educational needs, are above average.
- An above-average proportion of pupils are known to be eligible for the pupil premium (extra
funding from the government for pupils in local authority care and those known to be eligible for
free school meals).
- All pupils are taught in single-age classes.
- The school exceeds the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
- The school has the following awards: Healthy Schools Award, Activemark, Platinum Kerb Safety
Award and The 360 Degree Safety Award.
- There is a privately run nursery and a children’s centre on the site, both of which have been
subject to separate Ofsted inspections.
- Bishopton School does not use any other schools or locations to provide education for its pupils.
What does the school need to do to improve further?
- Improve the quality of teaching so that all is consistently good or better in all year groups by:
- using the assessment of pupils’ skills and previous learning effectively in all classes to plan
work that is set at the right level for pupils’ differing abilities
- explaining to pupils quickly what they need to do, and not keep them sitting on the carpet
for too long listening to their teacher
- ensuring that teaching assistants always make enough of a contribution to pupils’ learning in
- Improve the attendance of those few pupils who are absent from school too often by 10% by
the end of December 2013, so as to raise their achievement.
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||4 of 10|
|The achievement of pupils||is good|
- Pupils’ achievement has improved rapidly since the previous inspection. This is because of much
improved teaching, and speedy attention to tackling any areas where pupils are not doing well
enough. For example, in 2008 pupils in Year 2 did not do as well as their peers nationally in
writing. Decisive action was taken and a new approach to teaching writing was introduced which
improved writing throughout the school. As a result, in 2012 when these same pupils were in
Year 6, they did much better in the writing test than pupils of the same age did nationally.
- Children start in Reception with language and problem-solving skills below those typical for their
age. They make good progress in all areas of learning and their skills on entry to Year 1 are
- Throughout Key Stages 1 and 2, pupils make good progress in reading, writing and
mathematics. In Years 5 and 6 their rate of progress speeds up in these subjects. By Year 6,
standards in English and mathematics are well above average.
- Pupils in the resourced provision for speech and language difficulties make good progress in
sounding out words clearly. They are well supported in using their lips and rolling their tongues
to produce accurate speech. Similarly, disabled pupils and those who have special educational
needs (not in the speech and language resource base) make good progress, especially in
relation to the specific needs identified in their statements. For example, those with anxiety are
exceptionally well supported in making friends and joining them in play activities. As they
become more confident their reading improves rapidly.
- In most lessons, pupils make at least good progress. Throughout Years 5 and 6, pupils’ progress
is consistently outstanding. However, a little inconsistency remains in the rest of the school. In a
few year groups, although progress is good, it is slower than in other groups. On rare occasions,
activities are not pitched accurately at the right level for less-able pupils and this slows their
- Pupil premium funding is used very effectively. It is used to pay for individual support for certain
pupils known to be eligible for free school meals, and to fund additional support in mathematics
for these pupils. As a result, they catch up well and their achievement is as good as their
- Pupils who speak English as an additional language make rapid progress because of the high
quality support they receive. They often achieve standards even higher than their friends’. Pupils
from the Traveller community tend to progress at a slower rate than other pupils, particularly as
they get older, because their attendance is not always as good as it should be.
|The quality of teaching||is good|
- Teaching is good, and an increasing amount is outstanding. In Years 5 and 6 teaching is
inspirational. Excellent subject knowledge, positive relationships, high expectations, effective use
of questions and a ‘cracking’ pace are typical of the teaching in such lessons. In these lessons
learning is often magical as pupils achieve so well that they surprise themselves and their
- In an outstanding literacy lesson one pupil wrote, ‘... everybody was terrified by the horrific
sight, blinded by death...’, demonstrating a firm grasp of how to use powerful words to make an
impact on the reader. Another used both the repetition of the same kinds of sounds and
unusual, mature ideas to make an equally gripping sentence. Less-able pupils, supported
effectively by a teaching assistant, achieved equally well because of the help they received. On
one occasion, each pupil in the group was supported to write an interesting, descriptive
sentence with accurate spellings
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||5 of 10|
- Mostly, teachers use their knowledge of what pupils already know and understand to plan work
that moves them on quickly. Children in the Reception class are supported very effectively in
developing their language, and in learning from their own choice of activities. The staff’s
specialist expertise supports pupils in the speech and language resource base well. They
demonstrate to them how to better control their facial muscles and how to best use their mouths
to pronounce sounds accurately.
- Reading, writing and numeracy skills are taught well across all subjects. Pupils’ work is marked
well and they are given clear guidance on how to improve. Reviews of pupils’ achievement are
used to refresh planning and bring in new methods of teaching. For example, a new approach to
the teaching of mathematics for less-able pupils has been introduced, and has resulted in
improving achievement in the subject.
- In a few lessons, teachers do not use their assessment of what pupils know and can do to plan
work at the correct level to move them on quickly enough. Occasionally, teachers hold pupils
together on the carpet and take too long explaining to them what they need to do. This slows
their learning. Teaching assistants usually make a very valuable contribution to pupils’ learning,
but this is not always the case.
|The behaviour and safety of pupils||are good|
- Pupils are keen to learn throughout almost all lessons. Their behaviour in lessons is almost
always at least good; often it is outstanding. Only on rare occasions when teachers hold pupils
on the carpet for too long does their concentration wane. When this happens, they become a
- Mostly, activities ‘fire up’ pupils’ learning. In an outstanding literacy lesson, pupils expressed
their sense of excitement when they wrote high quality sentences using powerful examples of
language in unusual ways. Pupils enjoy the challenge of what they call, ‘tough problems in
- At play, during lunch in the hall, and when moving around the school pupils behave
exceptionally well. They are polite and helpful to visitors. Older pupils delight in looking after
younger ones. Pupils feel safe at school and say that they can talk about their worries with a
trusted adult. Their parents and carers agree that their children are safe.
- At this very safe school, there are no fights, no racist incidents, and the exceptionally rare
instances of bullying are dealt with speedily and effectively. Year 5 pupils have been trained to
look out for anyone who may look sad or lonely because they have squabbled with a friend.
They work responsibly to cheer such pupils up and help them to ‘get back together’ with their
- Pupils have a good understanding of different sorts of bullying, including internet, phone-based
and prejudice-based bullying. They know exactly what to do should they experience such
bullying. They are good at assessing risks and managing their own safety. For example, pupils
know how to keep themselves safe when using a computer. They understand that they must
check the brakes before riding a bike and that eating too much sugar can cause obesity and lead
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||6 of 10|
- Attendance has improved year-on-year over the past three years, but remains slightly below
average because a few pupils persist in not attending regularly. The school works ceaselessly
with their families, although it does not always result in these few pupils improving their
|The leadership and management||are good|
- The headteacher’s relentless drive to improve teaching since the previous inspection has been
very successful. Much more is now good or outstanding. In this rapidly improving school, pupils’
progress and the quality of teaching are checked rigorously and regularly. Training is provided to
develop individual teachers. They respond very well because they are eager to improve their
work. As a result, pupils’ learning and achievement are significantly better than two years ago.
- The school checks all aspects of its work accurately and thoroughly. Decisive actions result from
the process and benefit pupils’ achievement. For example, recent, careful analysis showed that
children’s calculation skills on entry to the Reception class were weak for their age. The school
took action to improve this, involving parents and carers. Reception children’s calculation skills
are now much better and they are now much closer to all children nationally in this aspect of
- Senior and subject leaders are effective. For example, actions taken by subject leaders have
improved pupils’ writing and the development of number skills in all subjects. The use of
computers to support pupils’ learning is good and helps the development of research skills in
many subjects. The speech and language resource base is managed effectively, as is the Early
Years Foundation Stage. The local authority gives the school valuable support, particularly in
training teachers and governors so that they can improve their work.
- Pupils’ spiritual, moral, social and cultural development is good. In assemblies, pupils reflect on
the plight of children worse off than themselves, and empathise with what it must have been like
to huddle, gripped with fear, in an air raid shelter during the Second World War. They know
their responsibilities as well as their rights and take responsibility for their own work. Pupils’
awareness of cultural diversity is raised through a link with a school in France and visits to places
of worship such as a mandir (Hindu temple) and a gurdwara (Sikh temple).
- Leaders ensure that different groups of pupils have equal chances to succeed. They rigorously
tackle any rare instances of discrimination. However, very occasionally in a few lessons, not all
pupils are supported to learn as fast as they could do. A few pupils who do not attend school
regularly do not achieve as well as their classmates.
- The governance of the school:
Governance is good and much improved since the previous inspection. The Chair of the
Governing Body and a number of members are very new. They are going through a training
programme to become more confident in challenging the school about its performance.
Documentation shows that members are already asking tough questions about the attendance
and progress of pupils. Governors support the school well. Their involvement in checking the
school’s work lags slightly behind the rest of their work, but is improving. Overall, the
governing body has a good knowledge of the school’s strengths and areas for improvement. It
recognises that it must become more involved in shaping the improvement plans. Teachers’
work is rigorously checked and the process is closely linked to the governing body’s decisions
about pay rises. Governors regularly review the headteacher’s performance. Safeguarding
policies and procedures meet all requirements. Pupil premium funding is monitored carefully to
ensure that it benefits the relevant pupils and supports their achievement, and the school’s
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||7 of 10|
budget is kept under tight control.
|Inspection report:||Bishopton Primary School, 31 January–1 February 2013||8 of 10|
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:||Bishopton Primary School, 31 January–1 February 2013||9 of 10|
|Unique reference number||125607|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||175|
|Appropriate authority||The governing body|
|Date of previous school inspection||28 March 2011|
|Telephone number||01789 205058|
|Fax number||01789 263243|