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St Chad's Patchway CofE Primary School

St Chad's Patchway CofE Primary School
Cranham Drive
Patchway
Bristol
BS346AQ

01454 866523

Headteacher: Mr Darren Brown

School holidays for St Chad's Patchway CofE Primary School via South Gloucestershire council

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259 pupils aged 4—10y mixed gender
210 pupils capacity: 123% full

130 boys 50%

4a44b64c55y236y347y108y149y1710y17

130 girls 50%

4a64b34c65y356y267y198y139y1010y11

Last updated: June 19, 2014


Primary — Voluntary Controlled School

URN
109179
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
3070
OSGB coordinates
Easting: 361119, Northing: 182272
GPS coordinates
Latitude: 51.538, Longitude: -2.562
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
April 24, 2013
Diocese
Diocese of Bristol
Region › Const. › Ward
South West › Filton and Bradley Stoke › Bradley Stoke Central and Stoke Lodge
Area
Urban > 10k - less sparse
Free school meals %
8.90

Rooms & flats to rent in Bristol

Schools nearby

  1. 0.3 miles Stoke Lodge Junior School BS346DW
  2. 0.3 miles Stoke Lodge Infant School BS346DW
  3. 0.3 miles Patchway Community College BS324AJ
  4. 0.3 miles Wheatfield Primary School BS329DB (406 pupils)
  5. 0.3 miles Stoke Lodge Primary School BS346DW
  6. 0.3 miles Stoke Lodge Primary School BS346DW (418 pupils)
  7. 0.3 miles Patchway Community College BS324AJ (718 pupils)
  8. 0.4 miles Holy Family Catholic Primary School BS346BY (196 pupils)
  9. 0.5 miles Holy Trinity Primary School BS320BD (203 pupils)
  10. 0.6 miles Bowsland Green Primary School BS320ES (297 pupils)
  11. 0.7 miles Meadowbrook Primary School BS328TA (443 pupils)
  12. 0.7 miles Bradley Stoke Community School BS329BS
  13. 0.7 miles Bradley Stoke Community School BS329BS (1107 pupils)
  14. 0.9 miles Little Stoke Junior School BS346HY
  15. 0.9 miles Coniston Junior School BS345LN
  16. 0.9 miles Coniston Infant School BS345LN
  17. 0.9 miles Little Stoke County Infant School BS346HY
  18. 0.9 miles Coniston Primary School BS345LN (166 pupils)
  19. 1 mile Callicroft Primary School BS345EG (214 pupils)
  20. 1 mile Callicroft Junior School BS345EG
  21. 1 mile Little Stoke Primary School BS346HY (170 pupils)
  22. 1.2 mile Almondsbury Church of England Primary School BS324DS (300 pupils)
  23. 1.3 mile St Mary's Catholic Primary School BS328EJ (208 pupils)
  24. 1.4 mile Bailey's Court Primary School BS328AZ (446 pupils)

List of schools in Bristol

Ofsted report: Newer report is now available. Search "109179" on ofsted.gov.uk. latest issued April 24, 2013.


St Chad's Patchway Church of England Primary School


Inspection report

Unique Reference Number109179
Local AuthoritySouth Gloucestershire
Inspection number337233
Inspection dates9–10 February 2010
Reporting inspectorJohn Eadie


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryVoluntary controlled
Age range of pupils4–11
Gender of pupilsMixed
Number of pupils on the school roll188
Appropriate authorityThe governing body
ChairNeil Williams
HeadteacherTony Cooper
Date of previous school inspection 6 November 2006
School addressCranham Drive
Patchway
Bristol BS34 6AQ
Telephone number01454 866523
Fax number01454 866524
Email addresspatchwayprimary.school@southglos.gov.uk







Age group4–11
Inspection dates9–10 February 2010
Inspection number337233



ofsted.gov.uk

© Crown copyright 2009



Introduction


This inspection was carried out by three additional inspectors. The inspectors spent nearly eight and a half hours in 15 lessons, observing ten teachers, held meetings with governors, staff, groups of pupils and met several parents informally at the beginning and end of the school day. They observed the school's work, and scrutinised a number of policies, including those regarding safeguarding, anti-bullying, equal opportunities and behaviour. They also analysed the questionnaires received from 112 parents and/or carers and those completed by pupils in Years 3 to 6 and by staff.

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

    • whether boys are making the same progress as girls
    • whether pupils are making satisfactory progress as suggested by data, or if this has now improved and is good as suggested by the school
    • whether pupils' progress in mathematics is the same as progress in reading and writing
    • the effectiveness of new systems of assessment in supporting pupils' learning.

Information about the school


A very large majority of pupils at this average-sized school are White British, the others representing a range of other ethnicities. A few pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is lower than average. Most of these have behavioural, emotional or social or moderate learning needs. The number of pupils in the school has been increasing in recent years and the Early Years Foundation Stage provision in the Reception class is oversubscribed for September 2010.



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?

1


The school's capacity for sustained improvement

2


Main findings


This is an outstanding school. The headteacher's passion for educating the whole child is communicated extremely well and shared by all staff. As one typically said, 'We are all a team dedicated to giving the children the best we can.' A particular improvement since the last inspection has been in the quality of the curriculum. A rich range of experiences is provided for pupils, with external expertise used well to broaden opportunities.

The quality of care, guidance and support reflects the importance attached to each individual and results in many aspects of pupils' personal development being outstanding, such as their caring and sensitive approach towards others. Pupils are prepared well for their futures, even the preparation for moving up to the next class noted by children as something where time and effort are taken to ensure that pupils feel comfortable. Pupils are developing a wide range of skills that will help them in their secondary education and beyond. However, levels of attendance are only average, mainly because of a number of families take holidays in term time. The school works extremely hard to engage parents and/or carers, who welcome the good quality communication they receive, for example commenting that they appreciate the text messaging used by the school. They also say such things as, 'Staff are always there to listen and to help if needed. They are a friendly, supportive team.'

Children have lower levels of skills and knowledge than those expected for their age when they join the Reception class. They make good progress and almost reach average levels by the time they start in Year 1. Good progress continues through the rest of the school. The current Year 6 pupils, who were well below average in their assessments at the end of Year 2 four years ago, are now working at average levels. The school is working hard to raise these standards and boys now make the same progress as girls and standards in mathematics have almost reached those in reading and writing.

A further improvement since the last inspection is in the quality of teaching, which is now good and the key reason for pupils' good progress. This has been achieved through thorough monitoring and well-planned training for staff. Staff are very appreciative of these opportunities for professional development, saying such things as, 'I have been given every opportunity to extend my personal development.' Teachers use their day-to-day assessments well to ensure that pupils are given work that suits their abilities. However, the targets set to help pupils improve their work are not sufficiently precise and when teachers mark pupils' work they do not give them pointers to help them improve often enough. All staff are involved in the process of self-evaluation which is accurate, but not always based on a rigorous evaluation of the data. The school has made commendable progress since the last inspection and there is a clear shared desire to continue the process. The school is well placed to continue on the upward path.


What does the school need to do to improve further?


  • Improve pupils' attainment by refining the present system of setting targets for pupils' next steps in learning so that:
    • these next steps are more precise and more closely matched to pupils' individual learning needs
    • when marking pupils' work, teachers refer to these targets consistently, pointing out clearly how pupils can improve.
  • Work together with parents and/or carers to reduce the number of term-time holidays and improve attendance.

Outcomes for individuals and groups of pupils

1


Lessons are typified by enthusiasm and excitement with pupils being encouraged to think and rise to challenges. For instance, in a mathematics session with younger pupils, they were enthusiastically involved in a game to recognise odd and even numbers. Older pupils rose to the challenge of calibrating their 'fuel tank' (a plastic bottle) when planning to launch their 'space ship'. In groups of three, as with NASA astronauts, they were involved in lively discussions about the best way of going about this task and how detailed their calibration should be. Learning just occasionally slows, for example when pupils have to listen to explanations which are not appropriate for all. Those with special educational needs and/or disabilities make the same progress as their classmates as they are supported and integrated well. Those who do not speak English at home all cope comfortably with all aspects of school life and are also making good progress. Technology is used well to engage pupils and encourage reflection, for example the youngest children videoed their activities to watch and comment on later.

Pupils are developing extremely well into well-behaved and responsible young people, who have a keen sense of their place in society and their responsibilities towards it. A particular strength is the way older pupils care for younger ones, noted by parents, who say such things as, 'I am very impressed with the caring attitude that the older years in the school display towards the younger children.' Pupils also appreciate this commenting that, 'We have lots of friends in different classes.' Their support for each other and welcoming nature is a key aspect of their excellent behaviour. Pupils say they feel extremely safe and they lead exceptionally healthy lifestyles, enjoying the healthy lunches and taking a great deal of exercise. Although pupils make a considerable contribution to the school and local community, the school recognises the need to develop involvement with the wider community.


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
2
3
2
2
The extent to which pupils feel safe1
Pupils' behaviour1
The extent to which pupils adopt healthy lifestyles1
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
2
3
The extent of pupils' spiritual, moral, social and cultural development1

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?


Pupils are encouraged to question and learn, by the use of 'plinths' in each classroom, on which teachers display often unusual objects that promote thought. Thinking is further enhanced by good use of questioning by adults, who often use this to challenge and extend learning. The systems of assessment are used very well to check whether any pupils are in danger of falling behind and to put in place good intervention strategies to help them catch up. Teaching assistants play an active role in promoting learning, particularly in supporting those with special educational needs and/or disabilities, for whom provision is very good. This is a good example of the value that is placed on each individual, noted by parents and/or carers who said such things as, 'The school is excellent at understanding each child's needs.' Pupils also commented on this. 'I feel happy because they support every child in the same way.' This is also an example of the outstanding care, support and guidance provided for each pupil.

An innovative approach has been taken to the curriculum, which is planned to engage interest and enthuse. As a pupil said, 'This is a fun school and helps me to learn millions of exciting things.' The end result is excellent standards in a range of subjects, such as art and music, and pupils who are enthusiastic thinkers and learners. All have taken to heart the motto 'Teach the child, not the subject', which is in evidence all round the school. Children in Reception and Years 1 and 2 learn about three different cultures and languages during their time in these classes. In Years 3 to 6, French is taught and this has been supported by one of the good links with other schools. Staff are now confident, and French is often used incidentally in lessons in other subjects. Outside expertise is also used very well for music and drama, and the quality of singing is exceptional. There is a wide range of extremely well attended after-school activities and a high proportion of pupils have represented the school in sporting fixtures. Trips out of school and visitors are also planned very carefully to add to the pupils' range of first hand experiences.


These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
2
2
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships1
The effectiveness of care, guidance and support1


How effective are leadership and management?


Parents and/or carers recognise the effectiveness of leadership and management, all who responded to the questionnaire agreeing with this statement. The headteacher has created a strong and enthusiastic team, who are fully behind him in his drive to provide a rich and varied education for all the children. The governors are also fully supportive and challenge well, although their role in monitoring and involvement in self-evaluation are not so well developed. This commitment to giving the best to all is at the root of the school's excellent promotion of equality of opportunity. A parent summed this up well when they said, 'Children are respected and treated as individuals.'

At the time of the inspection, safeguarding procedures were thorough and met requirements. All necessary checks are carried out and comprehensive records are kept. There are one or two additions to policies that would bring this aspect up to outstanding. Health and safety procedures are rigorous and recording of incidents, although almost all are very minor, is thorough. Very good use is made of outside agencies when necessary to support and advise.

The school has a good knowledge of its local community and has audited this well. A good action plan has been created to improve other aspects of community cohesion, such as pupils' awareness of a wider range of communities.


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
1
2
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers1
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination1
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion2
The effectiveness with which the school deploys resources to achieve value for money1


Early Years Foundation Stage


Children make a good start in the Reception class due to the effective provision for them. Independence is encouraged from an early stage as children self-register and then plan their own activities for the session. Children's language skills are developed well, particularly those who have speech and language difficulties. Phonics are a strong theme, demonstrated well when a child said proudly, 'A is for Africa.' They enjoy their work, one child encouraging others with a 'Let's get busy!' Relationships are good and children choose their work partners sensibly and work well together. Although children make good progress, some of the more able are not always challenged sufficiently and could be progressing faster.

A good range of activities is provided, although the range available in the space outside is more limited and there are plans to develop this area. Resources for extending writing and numeracy outdoors are satisfactory rather than good as there is insufficient equipment such as clipboards and a variety of mark making implements. The adults work as a good team and have created a welcoming environment. Observations are carried out daily and used to plan appropriate work for each child for the following day. The setting is led well, although a thorough evaluation of the effectiveness of provision has not been carried out to enable faster progress to be made. Safeguarding procedures are good and all welfare arrangements are in place. There are good relationships with parents and/or carers, who are welcome at the start and end of day. They regard the setting as 'a nurturing environment'.


These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
          Outcomes for children in the Early Years Foundation Stage
          The quality of provision in the Early Years Foundation Stage
          The effectiveness of leadership and management of the Early Years Foundation
          Stage
2
2
2
2


Views of parents and carers


The response to the very well supported questionnaire was extremely positive. Parents and/or carers are almost unanimously in praise of what the school is doing, saying such things as, 'The school is excellent at understanding children's needs,' and, 'Children's achievements are regularly recognised and celebrated.' A few expressed concerns about some pupils' special needs not being met successfully. However, the inspection team looked closely into the provision for those with special educational needs and/or disabilities and judged that the school is doing very well for them. Some were also concerned about the way that inappropriate behaviour is dealt with. However, many others and the pupils disagreed, saying that they consider that behaviour is very good. The inspection team agreed with this latter view. The headteacher and teachers were universally praised by parents and/or carers.



Responses from parents and carers to Ofsted's questionnaire


Ofsted invited all the registered parents and carers of pupils registered at St Chad's Patchway Church of England Primary School 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 112 completed questionnaires by the end of the on-site inspection. In total, there are 188 pupils registered at the school.


StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school736638341100
The school keeps my child safe766836320000
My school informs me about my child's progress484361543300
My child is making enough progress at this school554952462200
The teaching is good at this school635648430000
The school helps me to support my child's learning565052461121
The school helps my child to have a healthy lifestyle635648431121
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)474259530011
The school meets my child's particular needs585250452211
The school deals effectively with unacceptable behaviour514648437600
The school takes account of my suggestions and concerns464156505200
The school is led and managed effectively726439350000
Overall, I am happy with my child's experience at this school766834301100

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%.



Glossary


What inspection judgements mean


GradeJudgementDescription
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
units
755307
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


Achievement:

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

Attainment:

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.

Learning:

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.
Progress:

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.


11 February 2010

Dear Pupils

Inspection of St Chad's Patchway Church of England Primary School, Bristol, BS34 6AQ

Thank you so much for welcoming us so warmly when we visited your school recently. We were hugely impressed with how polite and chatty you were. You really helped us to get a good picture of what your school is like. We think it is an outstanding school.

These are some of the best things we found about your school.

    • Your headteacher and all the staff are extremely keen to continue making your school even better. They treat you all as individuals and are dedicated to help you to do your best.
    • You are provided with an excellent and very interesting range of things to do in lessons. As one of you said, 'We have great work in each subject.'
    • All adults look after you outstandingly well. One of you told us that yours is a 'caring school and helpful in every way'.
    • You are developing exceptionally well into responsible and sensible young people who know how to keep themselves safe and healthy.
    • You behave extremely well and are being prepared well for your future life at secondary school and beyond.
    • You are making good progress because you are being taught well.

There are two things we have suggested that should be improved so that you make faster progress.

    • The targets that you are set are not clear enough to really help you improve your work and teachers do not always mention these targets when they are marking your work.
    • Some of you do not attend school often enough so you are not learning as well as you possibly can.

I know you will help the staff to improve your progress by continuing to work hard. With my very best wishes for your future.

Yours sincerely

John Eadie

Lead 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: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email enquiries@ofsted.gov.uk.

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