School etc

The Manor Coalpit Heath Church of England Primary School

The Manor Coalpit Heath Church of England Primary School
Coalpit Heath

phone: 01454 866555

headteacher: Mrs Hilary Eade

reveal email: mano…


school holidays: via South Gloucestershire council

205 pupils aged 4—10y mixed gender
210 pupils capacity: 98% full

120 boys 59%


85 girls 41%


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: 367513, Northing: 180537
GPS coordinates
Latitude: 51.523, Longitude: -2.4696
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 28, 2011
Diocese of Bristol
Region › Const. › Ward
South West › Thornbury and Yate › Westerleigh
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bristol

Schools nearby

  1. 0.5 miles Brockeridge Infant School BS362LQ
  2. 0.6 miles Highcroft Junior School BS362LE
  3. 0.6 miles Watermore Primary School BS362LE (205 pupils)
  4. 1.1 mile Frampton Cotterell Church of England Primary School BS362BT (286 pupils)
  5. 1.3 mile Elm Park Primary School BS361NF (293 pupils)
  6. 1.4 mile St Michael's Church of England Primary School, Winterbourne BS361LG (207 pupils)
  7. 1.5 mile Immanuel Christian School BS378QG (12 pupils)
  8. 1.6 mile The Ridings High School BS361JL
  9. 1.6 mile Silverhill School BS361RL (246 pupils)
  10. 1.6 mile The Ridings Federation Winterbourne International Academy BS361JL (1829 pupils)
  11. 1.7 mile Blackhorse Primary School BS166TR (405 pupils)
  12. 1.9 mile Hambrook Primary School BS161SJ (203 pupils)
  13. 1.9 mile Wellesley Primary School BS378YR (205 pupils)
  14. 1.9 mile Iron Acton Church of England Primary School BS379UZ (81 pupils)
  15. 2 miles Rodford Junior School BS374JY
  16. 2 miles Rodford Infants' School BS374JY
  17. 2 miles Rodford Primary School BS374JY
  18. 2.1 miles Bromley Heath Junior School BS166NJ (241 pupils)
  19. 2.1 miles Bromley Heath Infant School BS166NJ (180 pupils)
  20. 2.1 miles Abbotswood Junior School BS378SZ
  21. 2.1 miles Abbotswood Infant School BS378SZ
  22. 2.1 miles Glevum School BS378SZ
  23. 2.1 miles Culverhill School BS378SZ (132 pupils)
  24. 2.1 miles Abbotswood Primary School BS378SZ (294 pupils)

List of schools in Bristol

The Manor Coalpit Heath Church of

England Primary School

Inspection report

Unique Reference Number 109176
Local Authority South Gloucestershire
Inspect ion number 356493
Inspect ion dates 28–29 March 2011
Reporting inspector David Carrington

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 200
Appropriate authority The governing body
Chair Lesley Coleborn
Headteacher Hilary Eade
Date of previous school inspection 11 December 2007
School address Roundways
Coalpit Heath
Bristol BS36 2LF
Telephone number 01454866555
Fax number 01454 866556
Email address reveal email: Mano…
Age group 4–11
Inspect ion dates 28–29 March 2011
Inspect ion number 356493


This inspection was carried out by three additional inspectors. They observed 12 lessons
led by seven teachers. Meetings were held with the headteacher, senior leaders and
members of the governing body. The inspectors observed the school's work, and looked at
school planning, assessment data, records of children's work, the school's checks on the
quality of teaching and a number of policy documents. The team received 142
questionnaires from parents and carers and also evaluated those from pupils and the
school staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • How far the improvement in pupils' progress shown in the 2010 results has been
    maintained during a period of changed staffing, governance and senior leadership.
  • The degree to which the school has raised the aspirations of pupils in order to
    ensure consistent progress across all ages and subjects.
  • Whether the school has formed effective partnerships with other communities in the
    United Kingdom.
  • The degree of success in improving the use of assessment to support learning.

Information about the school

The Manor Coalpit Heath Church of England Primary School is of average size. Nearly all
the pupils come from White British families and speak English as their main language. Just
under a fifth have special educational needs and/or disabilities, which is an average
proportion. Most of these have some form of learning difficulty or speech, language and
communication needs. The proportion of pupils known to be eligible for free school meals
is low.
The governing body provides a breakfast club each school day which was inspected by the
The school has Healthy School and International School status.
There has been a significant change in staffing, including senior leaders since the previous
inspection. There are two temporary teachers on short-term contracts at present as well
as three established job-share arrangements.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, 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? 2
The school's capacity for sustained improvement 2

Main findings

The Manor Coalpit Heath Church of England Primary is a good school. It has sustained its
strengths and added to them during a period of staffing change. This is due to the
exemplary leadership of the headteacher who has motivated staff to have good ambitions
for pupils' achievement. The effective drive for improvement is spread equally across
senior leaders, teachers and support staff. School self-evaluation is accurate and reliable,
although the governing body is not yet making all the systematic checks that are possible
to hold school leaders to account. Nevertheless, improvement has been good in recent
years, especially in improving pupils' achievement in mathematics and writing, which are
now both good. The school has good capacity to maintain this rate of improvement.
After a dip in achievement in 2009, pupils' progress and attainment have returned to the
good levels of earlier years. It is evident that pupils make good progress through the
school and that attainment is above average. Their writing skills are a particular strength.
The school's progress tracking data are based on accurate assessment and show the
potential of pupils in Key Stage 2 to reach high standards by the time they leave school.
The pupils develop well as people. Their behaviour is first class and they feel extremely
safe in school. Attendance rates are high. The pupils make a good contribution to the
school and local community. Their spiritual, moral, social and cultural development is
strong. The pupils reflect deeply on social and emotional issues and show great concern
for others.
Lessons are well taught and learning is often lively, involving and very motivating. Pupils
aim high in their learning. In some lessons, pupils contribute well to the ongoing
assessment of learning and progress, but in others there is less of this. The marking of
work is not always detailed enough about what has been achieved and what remains for
improvement. The calibre of care, guidance and support is outstanding, with particular
success in the encouragement and reassurance provided for vulnerable pupils or those
with barriers to learning. This enables all groups of pupils, including those with special
educational needs and/or disabilities, to do well.
The school has developed its International School status well to ensure pupils have a good
awareness and understanding of the lives of people overseas. It has not yet developed
their appreciation of the different social, ethnic and faith groups in the United Kingdom to
the same degree. This is already identified as a key aim in the school improvement

What does the school need to do to improve further?

  • Ensure that pupils have consistent opportunities to assess their own work and that
    of others by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    allowing time in lessons for them to discuss together what they find easy and
    what is difficult in their learning
    checking with them from time to time in lessons that the key learning points and
    pupils' targets are being achieved
    adopting in all years the strengths of marking seen in some classes.
  • Strengthen the procedures for the governing body to check the school's
    effectiveness, especially in its promotion of links with communities in other parts of
    the United Kingdom.
Outcomes for individuals and groups of pupils 2

A very small number of parents and carers are concerned that their children do not make
enough progress in school. Changes in staff are seen as a possible reason for this.
However, observations in lessons and the examination of pupils' books show that progress
is good in all classes. For example, in a Year 6 lesson to calculate some quite complicated
ratios the pupils were spurred to brisk progress because they were trusted to manage
their own learning, work independently and to solve difficulties by discussion with others
in their group. Because they knew how well they were learning and the next steps to take
to master the mathematics, they achieved well.
Pupils' basic skills are developed effectively, which helps prepare them for the next stage
in their education confidently and with eager anticipation. Information and communication
technology (ICT) is used well to consolidate and extend their skills, particularly in writing.
Such cross-subject use adds to their good achievement in ICT itself. The different gender
and ability groups make equally good progress. The more able, for example, are
challenged well and the proportion of pupils reaching the higher levels is rising steadily
and is above average. Pupils' thorough enjoyment of school adds to their potential as
good learners.
The school is a very settled learning community. Relationships are very good between
pupils and with the adults. Pupils' collaborative learning skills are well developed, and they
are polite and considerate of others' needs. They have good awareness of physical and
dietary health, and while very reflective of other matters, their appreciation of the need
for emotional well-being is an aspect school leaders wish to improve. Pupils' good
enjoyment of learning is obvious.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 1
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
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 development 2


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?

The work in pupils' books shows that over the longer term, teaching is good. Observations
in lessons confirm this evidence. Teachers plan learning in detail and identify clearly the
different work for each ability group. Lesson plans are headed by the key skills and
knowledge to be learned, which are then displayed centrally in the classroom. Thus, the
pupils know at the start of the lesson what skills and knowledge they are expected to
demonstrate by its end. In the most effective lessons, such as the Year 1 session on the
'ee/ey' sound, ongoing progress is evaluated openly with the pupils. In this lesson the
pupils were keen to provide words with these sounds and the teacher helped them to
distinguish between appropriate ones such as 'donkey' and others like 'really' that
complicate the spelling pattern. The pupils then thought of other words that sounded right
but are spelt a little differently to the expected form. In some other lessons progress is not
as strong because pupils do not have time enough to assess their own learning or the
teacher does all this for them.
In other respects, the use of assessment to support learning is good. It is used well to
focus additional teaching support and to identify individuals or groups who may not be
making enough progress. It is also used to set ambitious targets for pupils' achievement,
as seen in the expectations for Key Stage 2. School data show that pupils in Years 3-6 are
on target to meet these aspirations.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The curriculum is well balanced and is increasingly rich and relevant. The programme of
out of school activities is planned well and makes an appropriate contribution to pupils'
learning. The breakfast club gives the pupils who attend a good start to the day and sets
them up well for learning at 8.55am. The pupils thoroughly enjoy the games and activities
provided by the breakfast club and benefit from the very effective care, guidance and
support offered. The school has developed very strong partnerships with parents and
others to support pupils' successes in learning.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The recent changes to staffing and governance have been due to natural causes. The staff
questionnaires show conclusively that they believe the school is well run, operates
smoothly and that they are proud to be part of the team. Staff work well together in the
interests of the pupils and share the same good expectations of pupils' personal and
academic achievement. The senior leadership team is held effectively to account for the
quality of provision and pupils' progress. They check and evaluate these things with rigour
and confidence. Middle leaders undertake their responsibilities capably and there are well -
advanced plans to involve them more in the wider evaluation of school performance.
The governing body is involved effectively in school improvement planning. It is well
organised, conducts its business efficiently and provides useful support and advice for
staff. It does not yet use all the available indicators to check that the school is meeting all
its ambitions and targets. The promotion of community cohesion is inconsistent across the
different elements. The governing body has audited the make-up of the school community
but has yet to ensure pupils gain good knowledge and understanding of different
communities elsewhere in this country. For international and especially local links, the
promotion of community cohesion is effective.
Pupils are safeguarded well. The school site is secure and risk assessment is thorough.
Parents and carers trust fully the school's safeguarding of their children.
The school has formed good partnerships with local schools, businesses and other groups
that enable it to provide richer learning experiences. Pupils have written letters to local
businesses asking for assistance meeting the cost of an educational visit. They have also
written to the governing body requesting additional funding to supplement an amount
already raised through their own endeavours to develop the school grounds. The
responses have been very positive, enabling the pupils to decide how to spend the funds
received. This has assisted the good improvement of their enterprise skills. The pupils

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

have been complimented by business people on the quality of their letters, which
demonstrated their skills of persuasive writing very capably.
The school promotes equality of opportunity in social and academic matters well. There is
no tolerance of discrimination and harassment, bullying and teasing are very rare. If they
do occur, they are dealt with steadfastly.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engageme nt with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

The effective provision in the Early Years Foundation Stage has been maintained
successfully during the very recent transition between teaching staff. This is due to
continuing good leadership and management which has adopted appropriate priorities for
improvement. Work to improve children's achievement in writing is a conspicuous success,
with displays of the last four week's work that show steady improvement in skills and the
complexity of writing.
The children are enthusiasts for learning, whether indoors or out and regardless of the
activity. The Forest School provision is clearly highly successful in encouraging the children
to take guided risks as they investigate and explore its nooks and crannies. The children
are keen to share their experiences with others. A group of boys were observed gleefully
pouring water down tubes of different diameter. One explained emphatically, because
water flows downhill, the tube has to be almost vertical. This proved taxing with the tube
that was almost a metre long.
Assessment of children's progress is thorough and is used well to identify the next steps in
learning for individual children. At present the means to check children's choices of
activities are not fully effective as in some cases boys opt for all the outdoor activities and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

the girls for those indoors, so the evaluation of whether children's personal choices are
balanced to cover all options is insufficiently detailed.
Despite this, the children make good progress and by the time they join Year 1 they have
the expected levels of skills and knowledge and are well equipped to benefit from their
work in Key Stage 1.

These are the grades for the Early Years Foundation Stage

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

Views of parents and carers

There was a high questionnaire return rate of almost 75% from parents and carers. This
means the outcomes are very representative of parents' and carers' views. In general,
they hold very positive views of the school. Written concerns centred on the turnover of
staff and the management of the changes this brought. As reported above, while this may
have resulted in different styles of teaching, the changes have not affected pupils'
progress or the quality of provision, both of which remain good. There were also a very
small number of comments about bullying and its effective elimination. Inspectors judge
the school tackles the rare instances of bullying wisely and effectively. There were more
favourable comments than concerns. The main view of parents and carers is that the staff
and school leaders provide a motivating, caring and interesting education for their
children. These views are borne out by the inspection.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Manor Coalpit Heath 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 142 completed questionnaires by the end of the on-site inspection. In total,
there are 200 pupils registered at the school.
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%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 63 44 74 52 4 3 1 1
The school keeps my child
94 66 47 33 0 0 0 0
My school informs me about
my child's progress
42 30 89 63 9 6 1 1
My child is making enough
progress at this school
53 37 78 55 7 5 0 0
The teaching is good at this
53 37 83 58 1 1 1 1
The school helps me to
support my child's learning
46 32 84 59 10 7 0 0
The school helps my child to
have a healthy lifestyle
49 35 87 61 5 4 0 0
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
49 35 76 54 6 4 0 0
The school meets my child's
particular needs
47 33 79 56 10 7 1 1
The school deals effectively
with unacceptable behaviour
34 24 87 61 13 9 2 1
The school takes account of
my suggestions and concerns
33 23 84 59 13 9 0 0
The school is led and
managed effectively
48 34 75 53 10 7 5 4
Overall, I am happy with my
child's experience at this
72 51 62 44 6 4 1 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These 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

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

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 are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

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

30 March 2011
Dear Pupils

Inspection of The Manor Coalpit Heath Church of England Primary School,
Bristol, BS36 2LF

Thank you for your enthusiastic welcome when we visited your school recently. We were
impressed with your excellent behaviour, politeness and friendliness. We have written in
our report that you go to a good school. Your parents and carers agree.
In our report we have included a long list of good things in your school. These are the
most important ones.

  • You make good progress and your skills and knowledge are better than expected for
    pupils of your age.
  • Children in Reception are keen to learn and are doing well.
  • Your attendance is excellent and you enjoy school a lot.
  • Your lessons are well taught and you are given interesting work that helps you learn
  • You are expertly cared for, supported and helped to do well.
  • You feel very safe because the adults in school keep a close watch on your security.
  • Your school is led and managed well. The staff all expect you to work hard, which
    you do.

We have also written about a few things that could be even better than they are. Two are
particularly important.

  • You could be given more chances to check how well you are learning and what you
    must do to improve your work.
  • Members of the governing body should spend more time checking that the school is
    good enough, especially in helping you learn about the lives of other people in this

We know you will help your teachers make these improvements. To start, you could make
a list of the different people who live in this country and put a tick by the ones you would
like to know more about. Share this list with your parents, carers and teachers.
Yours sincerely

David Carrington
Lead inspector


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