St Chad's Patchway CofE Primary School
phone: 01454 866523
headteacher: Mr Darren Brown
210 pupils capacity: 123% full
130 boys 50%
130 girls 50%
Last updated: June 19, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- 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 of Bristol
- Region › Const. › Ward
- South West › Filton and Bradley Stoke › Bradley Stoke Central and Stoke Lodge
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Stoke Lodge Junior School BS346DW
- 0.3 miles Stoke Lodge Infant School BS346DW
- 0.3 miles Patchway Community College BS324AJ
- 0.3 miles Wheatfield Primary School BS329DB (406 pupils)
- 0.3 miles Stoke Lodge Primary School BS346DW
- 0.3 miles Stoke Lodge Primary School BS346DW (418 pupils)
- 0.3 miles Patchway Community College BS324AJ (718 pupils)
- 0.4 miles Holy Family Catholic Primary School BS346BY (196 pupils)
- 0.5 miles Holy Trinity Primary School BS320BD (203 pupils)
- 0.6 miles Bowsland Green Primary School BS320ES (297 pupils)
- 0.7 miles Meadowbrook Primary School BS328TA (443 pupils)
- 0.7 miles Bradley Stoke Community School BS329BS
- 0.7 miles Bradley Stoke Community School BS329BS (1107 pupils)
- 0.9 miles Little Stoke Junior School BS346HY
- 0.9 miles Coniston Junior School BS345LN
- 0.9 miles Coniston Infant School BS345LN
- 0.9 miles Little Stoke County Infant School BS346HY
- 0.9 miles Coniston Primary School BS345LN (166 pupils)
- 1 mile Callicroft Primary School BS345EG (214 pupils)
- 1 mile Callicroft Junior School BS345EG
- 1 mile Little Stoke Primary School BS346HY (170 pupils)
- 1.2 mile Almondsbury Church of England Primary School BS324DS (300 pupils)
- 1.3 mile St Mary's Catholic Primary School BS328EJ (208 pupils)
- 1.4 mile Bailey's Court Primary School BS328AZ (446 pupils)
St Chad's Patchway Church of England
Voluntary Controlled Primary School
Cranham Drive, Patchway, Bristol, BS34 6AQ
|Inspection dates||22–23 April 2015|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher provides exemplary leadership |
High staff morale and close links with parents
The staff of the school provide a stimulating range
The work of the school in keeping pupils safe and
Pupils’ attendance is above average.
and is ably supported by a skilled deputy and well-
organised governing body. They have successfully
steered the school through a significant period of
change and improved the quality of teaching and
pupils’ achievement since the previous inspection.
further support the strong drive for continued
of activities and a high level of care and support
that strongly promote the pupils’ spiritual moral,
social and cultural development.
secure is outstanding. As a result, pupils feel very
| Pupils’ behaviour is excellent around the school. |
Staff and pupils share a strong sense of community
Teaching is good. Standards continue to rise as all
Pupils’ achievement is good. Across the school,
Provision in the early years is outstanding.
Their enthusiastic attitudes to learning significantly
enhance their rapidly improving and now good
that is strongly reflected in their very positive
relationships and pupils’ great enjoyment of school.
pupils, especially the most able, are fully challenged
by teachers’ consistently good questioning and
pupils are working at levels in reading, writing and
mathematics that are higher than those expected
for their age. In relation to their starting points, the
pupils’ skills reflect good progress over time.
Consequently, children in the Reception class get
off to an excellent start and are extremely well
prepared for Year 1.
| Exemplary practice by some teachers is not |
At times, teachers do not deepen pupils’
shared to best effect across the school to improve
the quality of teaching and pupils’ learning.
understanding of basic mathematical concepts
strongly enough and this weakens their ability to
calculate and solve problems confidently.
| The pupils’ ability to spell words accurately is not |
always developed strongly enough as pupils
progress through the school.
Information about this inspection
- Inspectors attended two assemblies. They observed learning in 23 lessons and saw the work of 11
teachers. They were accompanied by the headteacher and deputy headteacher during most of these visits
- A wide range of documents was scrutinised, including records relating to behaviour and attendance,
safeguarding procedures and the school’s analysis of how well it is doing and how it plans to improve.
Inspectors examined the school’s systems for checking progress, records of checks on the quality of
teaching, and reports of visits to the school made by the local authority.
- The inspectors talked to pupils about their work, and listened to individual pupils from Years 1, 2 and 3
read. They also looked at samples of pupils’ work across a range of subjects and classes, especially
- Inspectors held meetings with members of the governing body and staff. They also met with pupil
members of the school council. Inspectors spoke to individual pupils in lessons and around the school. The
lead inspector met with an adviser from the local authority.
- Inspectors took account of the views expressed in the 62 online responses to Ofsted’s (Parent View)
questionnaire. They also gathered the views of some parents during informal meetings at the school
during the inspection. Questionnaires completed by 15 members of staff were also analysed.
- Inspectors considered the school’s use of primary sport funding.
- Inspectors examined the school’s work in updating procedures for checking pupils’ progress within the
new National Curriculum.
|Alex Baxter, Lead inspector||Additional Inspector|
|Alison Hendy||Additional Inspector|
|Ken Bryan||Additional Inspector|
Information about this school
- St Chad’s Patchway Church of England Primary School is similar in size to the average-sized primary
- The majority of pupils attending the school are of White British heritage.
- The proportion of disabled pupils or those who have special educational needs is below average.
- The proportion of pupils supported by the pupil premium (additional government funding for pupils known
to be eligible for free school meals or who are looked after) is below average.
- Children in the early years attend the school’s Reception class on a full-time basis.
- The school meets the government’s current floor standards, which set out the minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics.
- The school has experienced a significant amount of staff change since the previous inspection.
What does the school need to do to improve further?
- Improve teaching from good to outstanding so that pupils make rapid progress by:
more fully sharing the exemplary teaching evident in parts of the school to quicken pupils’ progress
deepening pupils’ understanding of basic mathematical concepts, such as place value and the
equivalence of fractions, and how to use them to calculate and solve problems
strengthening the emphasis on enabling pupils to spell words accurately as they progress through the
|The leadership and management||are good|
- The headteacher sets a passionate ambition for improvement and is well supported by senior leaders and
committed governors. Middle leaders also provide good support in checking standards and improving
provision. Together, all leaders share high aspirations to raise the quality of teaching and pupils’
achievements and have restored a culture in which good teaching and exemplary behaviour flourish
- ‘Due to the dedication of our headteacher, deputy headteacher and whole staff, the school has made huge
progress.’ This is one of several comments from staff about the strong leadership and high staff morale
that are driving the school forward.
- Parents who spoke to inspectors and those who responded to the questionnaire welcomed their close links
with staff and praised the work of leaders in improving the school.
- The school’s self-evaluation is accurate and improvement planning is focused on the right priorities to
make the school better. For example, leaders have acted decisively this school year to make more
effective use of pupil premium funding to support disadvantaged pupils. This has included specific staff
and pupil discussions about learning to ensure that additional adult support tackles pupils’ needs, quickens
their progress and closes gaps in attainment with other pupils.
- All areas for improvement identified in the previous inspection have been successfully tackled. For
example, the way leaders, including governors, check provision, the quality of teaching and pupils’
attainments and rates of attendance have all been significantly strengthened. These positive outcomes
show the school’s secure capacity to bring further improvement.
- Rapid improvement continues, but leadership and management are not yet outstanding. This is because
some actions, including improving pupils’ spelling and mathematical understanding, have not been
implemented for long enough to secure outstanding achievement in these areas.
- Leaders provide good support and training for teachers and other staff. Their checks on teaching and the
targets given to teachers are carefully considered. As a result, decisions about teachers’ salaries are
securely linked with the quality of their teaching and how it impacts on pupils’ learning. These actions
have improved teaching and are now rapidly improving pupils’ progress. However, there is scope to share
throughout the school the best examples of teaching, in order to improve overall teaching and pupils’
- Leaders have introduced a new approach to checking pupils’ developing skills. Staff are now implementing
this effectively to improve pupils’ progress and to meet the higher expectations of the new National
- Leaders ensure that the arrangements for safeguarding pupils, including vetting of staff, are highly
effective and fully meet statutory requirements.
- Staff provide exemplary care for pupils throughout the school and diligently sustain equality of opportunity
and prevent discrimination. Leaders and managers ensure that funds to support disabled pupils and those
who have special educational needs provide the additional adult help needed to sustain good progress.
- The school provides the full breadth of National Curriculum subjects and these are taught and presented
across a carefully balanced range of subjects and activities. The pupils’ reading, literacy and numeracy
skills are developed well, for example, through popular stories and through interesting topics such as
‘Groovy Greeks’ and ‘The Amazon’.
- Thought-provoking assemblies and themes such as responsibility and charity motivate pupils to achieve
and strongly promote their spiritual, moral, social and cultural development.
- Pupils are well prepared for life in modern Britain. For example, a poignant assembly based on St George’s
Day helped pupils to reflect deeply and more widely about the breadth of cultures and religions which
contribute to this celebration. This thoughtful consideration of others’ experiences and views encourages
pupils to show respect for different cultures and traditions and promotes British values.
- The sporting provision and pupils’ achievements at St Chad’s have been significantly improved in the last
year. The school uses the additional sport funding very effectively to increase pupils’ enthusiasm and
participation in sport and to train staff and extend their skills. As a result, the school has noted that all
pupils, a six-fold increase compared to the previous year, are now involved in sports competitions.
Attendance of pupils in after-school sports clubs has also been doubled to 20% this year.
- The local authority has provided effective support for the school since the previous inspection. For
example, it has provided guidance for governors and has assisted in developing the staff leadership roles
to strengthen the way the school checks its effectiveness.
- The governance of the school:
Governors have significantly improved their procedures since the previous inspection and have strongly
supported the headteacher in driving the school forward. They have undertaken training provided by
the local authority, for example, to increase their knowledge and ability to interpret data about pupils’
progress. Governors work closely with senior and middle leaders to check the quality of teaching and its
impact on pupils’ achievements. Governors also attend some staff training sessions and this helps them
to gain an insight into the work of the school. Governors have re-structured the way they share and
undertake their responsibilities with specific teachers and subjects. This has led to governors gaining a
better knowledge of the school and becoming more able to ensure that decisions are securely based on
accurate information. Governors also receive detailed explanations about standards from the
headteacher. This enables governors to question him and to ensure that teachers’ pay and progression
are tied to teachers’ performance and improving pupils’ progress. Governors’ sharper understanding and
regular checks have helped to ensure that good teaching is rewarded and underperformance tackled
swiftly and effectively. Governors ensure that all their statutory obligations are fully met, including
ensuring that the school’s website provides all the required information for parents.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding.
- The pupils respond extremely positively to the nurturing, caring and supportive atmosphere across the
school. Pupils’ behaviour is excellent in lessons and is exemplary during break times and assemblies and
when moving around the school.
- Pupils welcome the way teachers fully involve them in learning. They strive to please adults, as one pupil
commented, reflecting the views of others, ‘By being the best we can be!’
- Pupils’ attitudes to learning are highly positive and have a significant impact in quickening their progress.
For example, pupils eagerly share ideas and diligently and supportively edit each other’s work to enrich
- Pupils take their responsibilities very seriously, for example, discussing how to improve the school as
members of the school council. They are highly considerate of each other at break times, and older and
younger pupils alike willingly go out of their way to check that other pupils have someone to play with.
- Pupils act skilfully as monitors in assembly, directing the interactive whiteboard which displays the hymns
to be sung. Older pupils also warmly provide helpful assistance to young children in the Reception class.
- All pupils and parents who spoke with an inspector expressed their appreciation of the pupils’ usually
excellent behaviour. School logs for this academic year corroborate this picture, with no incidents of
bullying or serious misbehaviour needing to be reported.
- The vast majority of parents who responded to the questionnaire feel that their children are very happy at
school. This is reflected in the pupils’ above average attendance, which also shows the school’s supportive
partnership with parents.
- The school’s work to keep pupils safe and secure is outstanding.
- Senior staff, governors and all those who work in the school ensure that detailed health and safety
procedures are consistently implemented throughout the school day to keep pupils safe.
- Pupils say they feel very safe at school and show a well-developed understanding of how to recognise safe
or potentially unsafe situations and how to deal with them and stay safe. In assembly, pupils readily
explain how they have shown respect and care for each other; for example, comments have included
valuing friendships and picking up banana skins to avoid accidents and to keep the school tidy.
- Pupils know about the different forms that bullying might take and are very knowledgeable, for example,
about cyber bullying and e-safety rules, which help them to use computers safely.
- Pupils readily show respect towards each other and for the different cultural backgrounds of pupils
represented in the school. Consequently, pupils are quick to condemn racial abuse.
|The quality of teaching||is good|
- Since the previous inspection, leaders have worked closely and supportively with teachers to help them to
improve their practice. New and established teachers have raised their expectations of what pupils should
achieve and have shared a sustained determination to improve the quality of pupils’ learning.
- Consequently, pupils know what they are meant to be learning and what is expected of them, because
they have clear learning information presented and explained to them. This has a positive impact on
pupils’ progress because it enables pupils also to find things out for themselves. During English in Year 6,
for example, the teacher’s careful explanation of how to use causal connectives enabled pupils to apply
them meaningfully to enrich their persuasive writing.
- Teachers work closely with teaching assistants to make sure that activities are carefully explained to the
pupils and challenge them at the right level to enhance their learning. As a result, pupils across the range
of ability learn well.
- Staff encourage pupils to offer and share their ideas and to explain their thinking, and warmly welcome
pupils’ responses to their questions. Pupils realise that their work is valued and show increasingly positive
attitudes and behaviour in lessons. These significantly advance their learning and progress. For example,
during a science lesson in Year 4, pupils’ eager and well-considered responses to the teacher’s searching
questions extended their understanding of magnetism.
- At times in some classes, pupils relish the extremely high levels of challenge presented to them and make
exceptional progress. The good quality of teachers’ marking is another notably improved feature that is
enriching pupils’ learning. This is because the pupils swiftly and accurately respond to the clear
information they are given about how to improve and make rapid progress.
- The teaching of phonics, reading and writing is good. Pupils read and enjoy books every day. They
strengthen and use their skills productively when using books and computers for research and to write in
subjects across the curriculum. For example, pupils in Year 2 read and then wrote their own imaginative
The Tin Forest
- Pupils’ spelling is a relative weakness. This is because accurate spelling is not emphasised strongly enough
in some classes.
- Good teaching and pupils’ learning in mathematics are also evident in the pupils’ well-presented work and
good knowledge of number facts. Sometimes, pupils’ ability to use their skills to solve problems is
restricted by their less well-developed level of understanding of basic mathematical concepts such as place
value and the equivalence of fractions.
|The achievement of pupils||is good|
- Pupils’ achievement has been substantially improved over the past 15 months. Pupils of all abilities are
making good progress. This is because strong leadership and significantly improved teaching have
accelerated pupils’ progress.
- As a result, a substantial number of pupils in all classes now show levels of skill that are higher than those
normally expected for their age. By the end of Year 6, standards are above average in reading, writing
and mathematics. This represents good achievement by the pupils from their starting points.
- Teachers’ raised expectations of pupils’ achievement, especially over the past year, have resulted in more
consistent and higher levels of challenge being presented to the pupils than in previous times.
- The most able are making much better, and increasingly rapid, progress. This is because pupils relish the
way teachers challenge them to think, share ideas and explain their views to each other. As a result, a
significantly increased number of pupils at the end of Key Stages 1 and 2 are now working at higher-than-
expected levels of attainment, which reflect their good progress and achievement.
- Disabled pupils and those who have special educational needs have their needs identified and tackled at
an early stage. They are well supported by teachers and teaching assistants, who plan relevant activities
effectively together to ensure that they make good progress. For example, pupils with special educational
needs in Year 3 also studied fractions as did other pupils, but with closer adult support that raised their
- In relation to their differing starting points disadvantaged pupils now make good progress throughout the
school. This is because they have had their various needs addressed at an earlier stage this year and this
has substantially quickened their progress.
- Disadvantaged pupils in Year 6, who do not have complex needs, progress as well and reach the same
higher-than-expected levels of attainment in reading, writing and mathematics as other pupils in the
school. This shows a significant improvement, especially in mathematics, compared to their attainment the
previous year. In 2014, pupils leaving the school at the end of Year 6 were three terms behind other
pupils in the school and nationally in mathematics. In reading and writing they matched others in the
school and nationally.
- Pupils in all classes show much improved confidence and present their work very neatly. They also
demonstrate rapidly improving skills in writing expressively and across a range of subjects. For example,
scrutiny of pupils’ diary entries in Year 1 shows high quality handwriting and accurately constructed
sentences. However, pupils’ spelling skills are less developed and not yet showing the same rapid
- Standards in mathematics are also improving well, with pupils making good progress stimulated by the
wide variety of activities provided for them. For example, a display in Year 5 shows the pupils’ well-
considered and creative responses when identifying the shapes and angles to be found within a plan of
the London Underground system. Occasionally, pupils’ understanding of basic concepts, such as place
value or the equivalence of fractions, impedes their ability and confidence to solve mathematical problems.
- The school places a strong and successful emphasis on reading. Year 1 screening checks of pupils’ phonic
understanding (the sounds that letters make) show their continuing above-average levels of attainment.
Inspection discussions with pupils show that they enjoy reading, respect books and have good strategies
to tackle new words. Pupils in all classes are now accelerating their progress in response to increased
opportunities to read and write, for example, about poems and favourite stories.
|The early years provision||is outstanding|
- The leadership of the early years’ provision is outstanding. This is because leaders ensure that staff use
resources creatively to provide activities which capture the children’s interest and promote their excellent
- Facilities, both in and out of doors, are well maintained and safeguarding arrangements are implemented
highly effectively to keep pupils very safe.
- Staff sustain a happy, purposeful atmosphere where children grow in self-confidence and develop a love
of learning together.
- Children in the Reception class behave extremely well. They share very supportive relationships with each
other and with adults. Parents interviewed expressed great appreciation for the high quality of care they
receive at school.
- Teaching is outstanding because children are enthused by lively questioning and warm encouragement
from adults from the moment they enter the class. As a result, children become engrossed in their
learning. For example, they use their imagination and curiosity by exploring and sharing their ideas to
work out the cost of shopping lists in the ‘flower shop’.
- Children also have lots of fun and quickly develop their understanding of how to cooperate sensibly to
help each other learn. For example, a group of children gleefully explored the concepts of more and less
by filling different containers with coloured jelly.
- The teacher and teaching assistants work extremely well together to get to know the children and their
parents so that their teaching and support meet their needs.
- Staff complete frequent observations to assess children’s developing skills and to plan relevant and
stimulating activities to help them to learn quickly. Children have numerous opportunities to work
practically with materials such as sand and water in the outdoor area. These are helping them to explore
ideas for themselves and to compare how much different containers can hold.
- Children make outstanding progress across the areas of learning. For example, they write recognisable
words, phrases and sometimes sentences, to describe favourite characters in story books such as
Little Red Hen
- Most children count confidently up to 20, several counting on accurately beyond 30, further demonstrating
their outstanding achievement.
- An above average proportion of the children reach at least a good level of development by the end of the
Reception year. This shows that children are extremely well prepared for the move to Year 1.
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
|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
|Unique reference number||109179|
|Local authority||South Gloucestershire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||256|
|Appropriate authority||The governing body|
|Date of previous school inspection||24–25 April 2013|