School etc Great British

Brislington Enterprise College

Brislington Enterprise College
Hungerford Road

0117 3772055

Principal: Mr John Matthews Ba/Ma


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1196 pupils aged 11—18y mixed gender
1303 pupils capacity: 92% full

640 boys 54%


555 girls 46%


Last updated: June 19, 2014

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 362563, Northing: 169780
GPS coordinates
Latitude: 51.426, Longitude: -2.5398
Accepting pupils
11—18 years old
Special pupils
Census date
Jan. 16, 2014
Ofsted last inspection
May 20, 2014
Region › Const. › Ward
South West › Bristol East › Brislington West
Urban > 10k - less sparse
Admissions policy
Main specialism
Business and Enterprise (Operational)
SEN priorities
ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
South East Bristol Educational Trust
Learning provider ref #

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  1. 0.1 miles BR102 Bristol Year 11 C.O. Include, Unit 6, the Old Malt House
  2. 0.4 miles St Brendan's Sixth Form College BS45RQ
  3. 0.4 miles Carmel Christian School BS45NL (46 pupils)
  4. 0.7 miles West Town Lane Junior School BS45DT
  5. 0.7 miles West Town Lane Infant School BS45DT
  6. 0.7 miles West Town Lane Primary School BS45DT
  7. 0.7 miles West Town Lane Academy BS45DT (498 pupils)
  8. 0.8 miles Holymead Primary School BS44LE (601 pupils)
  9. 0.9 miles Broomhill Junior School BS44NZ (198 pupils)
  10. 0.9 miles Broomhill Infant School & Children's Centre BS44UY (219 pupils)
  11. 0.9 miles Waycroft Junior School BS148PS
  12. 0.9 miles Waycroft Infant School BS148PS
  13. 0.9 miles Waycroft Primary School BS148PS
  14. 0.9 miles Waycroft Academy BS148PS (481 pupils)
  15. 1 mile Holymead Junior School BS44HB
  16. 1 mile Burnbush Primary School BS148DQ (158 pupils)
  17. 1 mile Focus School - Berkeley Campus BS43DS
  18. 1.2 mile Petherton Road Infant School BS149BX
  19. 1.2 mile Stockwood Green Primary School BS148SJ
  20. 1.2 mile St Bernadette Catholic Voluntary Aided Primary School BS149LP (208 pupils)
  21. 1.2 mile Hengrove Community Arts College BS149BU
  22. 1.2 mile St Bernadette Catholic Secondary School BS149LS (725 pupils)
  23. 1.2 mile Lansdown Park Secondary Specialist Provision BS148SJ (26 pupils)
  24. 1.2 mile Oasis Academy John Williams BS149BU (724 pupils)

List of schools in Bristol

Ofsted report: Newer report is now available. Search "109280" on latest issued May 20, 2014.

Brislington Enterprise College

Inspection report

Unique Reference Number109280
Local AuthorityCity Of Bristol
Inspection number337260
Inspection dates13–14 October 2009
Reporting inspectorAndrew Harrett HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolComprehensive
School categoryCommunity
Age range of pupils11–18
Gender of pupilsMixed
Gender of pupils in the sixth formMixed
Number of pupils on the school roll1137
Of which, number on roll in the sixth form43
Appropriate authorityThe governing body
ChairMr Desmond Craddock
HeadteacherMr John Matthews
Date of previous school inspection 18 September 2006
School addressHungerford Road
Bristol BS4 5EY
Telephone number0117 307772055
Fax number0117 30777 2056

Age group11–18
Inspection dates13–14 October 2009
Inspection number337260

© Crown copyright 2009


This inspection was carried out by two of Her Majesty's Inspectors and three additional inspectors. The inspectors visited 32 lessons, and held meetings with governors, staff and groups of students. They observed the college's work and looked at the college's planning documents, policies, minutes of meetings, the work of the students in exercise books and folders, and assessment data for all the year groups. They considered the responses from 189 parental questionnaires and from staff and student questionnaires.

The inspection team reviewed many aspects of the college's work. It looked in detail at the following:

    • achievement across the ability range, particularly of middle and lower ability boys
    • whether teaching and the curriculum adequately provide for different groups of students
    • how well leadership and management focus on improving achievement
    • how well the sixth form meets students' needs.

Information about the school

This large college has an above average proportion of students who are entitled to free school meals. Around 10% of the students are from minority ethnic backgrounds. Approximately 20% of the students have special educational needs and/or disabilities. The college moved into new buildings in September 2008. It has specialist status in business and enterprise. The governing body has recently become responsible for two units on the college site, each for 20 students. One unit is for physically impaired or vulnerable students and one for students who have autism. The college has Healthy School status.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school?


The school's capacity for sustained improvement


Main findings

Brislington Enterprise College provides a satisfactory education for its students. Students are proud of the college, in which they feel safe and secure. Their behaviour in lessons and around the buildings and site is good. Within the college, students belong to one of five communities based on their age. This enables the college to provide good care, guidance and support within small structures while the flexible and innovative curriculum ensures that students receive the benefits of a good range of choices and experiences across the whole institution. Good partnerships with other providers of education and with business enhance the curriculum well, as does the school's close partnership with parents and carers.

Standards, though improving, remain low. Students make satisfactory progress in their learning overall, but there is some variation between different groups of learners. In particular, boys of middle and low ability do not make the same progress as other groups. This is because the quality of teaching is variable within and across subjects, particularly in the effectiveness with which it meets the needs of different groups of students and in the pace and challenge of learning activities. Students in the main college with special needs and/or disabilities make similar progress to their peers, and the progress of the students in both units is satisfactory. Students make satisfactory progress in the sixth form, but opportunities are not fully developed for them to take a more active and responsible role in the college community and to ensure that they are well prepared for their future life as adults. The college has robust systems for regularly assessing and tracking students' progress. However, the quality of marking and assessment in lessons is inconsistent. Although examples of good practice in sharing information with students about what they had done well and what they should do next to improve their work were observed during the inspection, the lack of consistency hindered progress. Moreover, assessment information is not used sufficiently in lesson planning to provide activities tailored to the particular needs of individuals and groups.

The positive impact of leadership and management is clearly apparent in the way that the inclusive ethos of the college permeates all aspects of strategic planning. The design of the curriculum, the setting up of the five communities, the use of specialist status to improve the skills of the students and the thoroughness of the arrangements for care, guidance and support all demonstrate the commitment, vision and determination of the college's leaders to build and sustain a settled and forward-looking community in which all students can achieve their potential. Recent improvements in standards and in students' progress demonstrate that they have sound capacity to bring about sustained improvement.

What does the school need to do to improve further?

  • Improve the quality of teaching and assessment by:
    • ensuring that marking consistently points out what has been achieved and the next steps for learning
    • using assessment information consistently well to plan activities for individuals and groups within lessons
    • ensuring that lessons are briskly paced and purposeful.
    • Monitor the progress that particular groups of students make in their learning more closely.
    • Improve the provision in the sixth form by increasing the opportunities for students to participate in the life of the school and ensuring that there is a full programme of activities to prepare them for their personal and working life in the future.

Outcomes for individuals and groups of pupils


Students in all year groups made satisfactory progress in the lessons observed during the inspection. In those in which they were challenged by demanding, briskly-paced and clearly explained tasks, worked independently and reflected on their progress, they made significant strides and their achievement was good. In some lessons, this level of challenge was not so apparent, with activities not being tailored to their individual needs. Consequently, their progress was adequate, but not sufficient to have a marked impact on raising their standards. In particular, the progress of students of middle and lower ability was sometimes hampered by expectations that were too low.

These findings are in keeping with the college's results. Students enter the college with low standards. Standards are also low by the end of Year 11, although test results in the examinations in 2009 improved, particularly the proportion of students who achieved five good GCSEs including English and mathematics. However, some students of middle and lower ability, particularly boys, do not keep pace with their peers.

The behaviour of students and their attitude to learning are good. Occasional lapses in concentration, sometimes accompanied by chatter and silliness, were linked to the degree to which the activities in lessons were interesting and engaging. Students reported that the move to the new buildings had improved behaviour, demonstrating the success of the five communities and the vigilance of the college in ensuring their happiness and security. Around the college, students treated each other and the adults, with whom they have good relationships, with politeness and respect. They said that they are taught about how to live healthy lifestyles, and sensible eating and drinking habits were observed during the inspection. There are a number of ways in which the students contribute to the college and wider community, including charitable activities, acting as peer mentors and contributing to some aspects of the curriculum, such as helping to devise programmes for 'rich task' days. Students' moral and social development is catered for well and the impact is good, reflecting the school's core values. However, there are fewer opportunities for spiritual and cultural development. The college acknowledges that the work of the college council, though up and running, is not yet effective. The college's specialism provides satisfactory opportunities for the students to develop useful skills for later life through timetabled enterprise lessons and special events. However, attendance overall remains low and this hinders the achievement of some students despite the college's effective measures to encourage and ensure attendance. The trends over time in overall attendance and in lowering the proportion of students who are persistently absent are improving.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
The extent to which pupils feel safe2
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles3
The extent to which pupils contribute to the school and wider community3
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

Although there has been some improvement in the quality of teaching since the last inspection, variations in its quality and in the use of assessment are the key hindrances to establishing good achievement in the college. In the best lessons, the work is broken down into shorter activities with plenty of variety and time to reflect before moving on to the next task. Teachers and teaching assistants are good at providing support, but this sometimes leads teachers to dominate the lessons with long explanations, rather than enabling the students to work productively on their own or in groups. Assessment information is used to plan lessons and to predict the outcomes for different groups of learners, but not always to provide activities carefully tailored to their particular strengths and areas for development. Questioning rarely requires students to give more than short answers to straightforward questions, rather than encouraging them to deepen their understanding. The teaching in the units was of a similar quality.

The five communities are designed so that the two in Years 7 and 8 link well to the two in Years 9 to 11 and so into the sixth form community. This has enabled GCSE courses to start for individuals in Year 9 when appropriate. It makes the most of the opportunities provided by the new building. A wide range of academic and vocational pathways provides flexible routes which cater well for individual needs and aspirations. An increasing number of courses starting in Year 10 extend into the sixth form, providing continuity and progression. Specialist status in business and enterprise has been fully exploited to provide courses at all levels. There is a good variety of extra-curricular and enrichment opportunities to which the students respond positively. Intervention strategies are in place to address the needs of the lower ability students. Cross-curricular programmes are developing and make a good contribution to developing wider skills such as collaborative working, and a satisfactory contribution to developing basic skills in literacy, numeracy and information and communication technology. In the units, the curriculum is satisfactory but constrained by limited opportunities for students to benefit from the curriculum in the main college, either by students attending there or by having the input of specialist teachers and students coming into the units.

The human scale of the five communities and the inclusive ethos shared by the whole staff ensure that the students are well cared for in their personal development and receive good guidance in making choices for their future. The college is a welcoming environment of which the students speak with pride.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships2
The effectiveness of care, guidance and support2

How effective are leadership and management?

The good leadership of the principal, ably assisted by an effective senior team, has navigated the college through a period of transition since the last inspection. The move into new buildings has been well managed, resulting in a good curriculum and a sense of belonging to a community with clear values. This has involved creating new management structures across the college and within the five communities. The leadership team has been soundly supported and appropriately challenged by a governing body which is in the process of updating its procedures more accurately to reflect the changes in the college's leadership structures. Thorough knowledge of the area which it serves, coupled with careful strategic planning to achieve challenging, clear and shared goals, has resulted in an institution in which achievement is beginning to rise. The ambition and values of the senior team are shared by staff. The systems for monitoring and evaluating the work of the college are rigorous, robust and are leading to improvements, but those for monitoring the quality of teaching are not yet sharp enough to ensure good progress and to enable the college to be more accurate in its evaluations in this area. Governors and college leaders acknowledge that ensuring that the two new units are fully integrated into the life of the whole college would benefit all students.

There are good arrangements for seeking the views of parents and carers. Regular and informative reports about progress, coupled with opportunities to discuss this with learning guides and subject teachers, enable parents and carers to support their children's learning well. Safeguarding regulations and duties are met. The college has conducted a thorough analysis of how well it promotes community cohesion and inspectors agreed with its conclusion that this is satisfactory. It is already good within the college and local community, and well-conceived plans are in place for extending current provision to the wider community and further afield.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers2
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination2
The effectiveness of safeguarding procedures3
The effectiveness with which the school promotes community cohesion3
The effectiveness with which the school deploys resources to achieve value for money3

Sixth form

There have been significant changes to the sixth form provision in the college's locality since the last inspection. The college is now focusing principally on Level 1 and 2 courses, with many students now pursuing Level 3 courses elsewhere. Students make satisfactory progress, particularly on the level 1 and 2 courses. Retention and attendance rates are satisfactory. Although the personal development of sixth form students is satisfactory, the opportunities for enriching their experience, enabling them to participate in the life of the college and preparing them for their personal and working life in the future, are not fully developed. Satisfactory leadership and management have focused appropriately on recruitment, retention and the quality of teaching, which is satisfactory.

These are the grades for the sixth form

Overall effectiveness of the sixth form
Taking into account:
          Outcomes for students in the sixth form
          The quality of provision in the sixth form
          Leadership and management of the sixth form

Views of parents and carers

A number of parents and carers of Year 7 students were not able to answer all the questions because their children have only recently started in the college. Some respondents expressed concern about behaviour, but inspectors found that this was good in lessons and around the school. Some thought that they were not kept well informed about their children's progress, but inspectors found that the college informed them of this regularly and gave them opportunities to discuss progress with learning guides and subject teachers.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Brislington Enterprise College to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

The inspection team received 189 completed questionnaires by the end of the on-site inspection. In total, there are 1137 pupils registered at the school.

My child enjoys school5931120638400
The school keeps my child safe6132118623221
My school informs me about my child's progress51278947271442
My child is making enough progress at this school47251095810563
The teaching is good at this school3820127678421
The school helps me to support my child's learning412210153211132
The school helps my child to have a healthy lifestyle37201206317921
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)39211055612632
The school meets my child's particular needs46241075715853
The school deals effectively with unacceptable behaviour442395502413105
The school takes account of my suggestions and concerns39201105812663
The school is led and managed effectively6132101537453
Overall, I am happy with my child's experience at this school6233107579563

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.


What inspection judgements mean

Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Common terminology used by inspectors


the progress and success of a pupil in their learning, development or training.


the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management:

the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.


how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.

the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

15 October 2009

Dear Students

Inspection of Brislington Enterprise College, Bristol BS4 5EY

Thank you for the welcome that you gave us when we inspected your college recently. These are the main findings of the inspection.

The college provides you with an acceptable standard of education in terms of the progress that you make in your learning. Many aspects of the college are good. You told us how much you value the good relationships that you have with the adults in the college and the way in which they care for your personal well-being.

Teachers get a lot of information about your work through regular assessments. We want them to find ways of marking your books to show you exactly what you have done well and what you need to do to improve your work. We want them to tailor their lesson plans to suit your particular needs. We also want more lessons to be as interesting as possible and to involve you in your learning as much as the best in the college. We also want the sixth form to be more involved in the life of the college and a programme devised to prepare sixth form students for their future.

There are aspects of the college of which you are rightly proud. The new building has great facilities and the communities within the college look after you well. The college also has a good curriculum. We were very impressed by the commitment of the adults in the college to your welfare. You behave well in lessons and around the college site.

Brislington is a really interesting and different sort of college. You can work with the adults to help them to make it into the really excellent place that they are striving to provide for you. For some of you, that means being there on a regular basis. You don't all attend as regularly as you should and that stops you from learning skills and getting qualifications that will make all the difference in the future.

Yours faithfully

Andrew Harrett

Her Majesty's Inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email

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