School etc

The Meadows Primary School

The Meadows Primary School
Bath Road

phone: 0117 9322203

headteacher: Mrs Fran Harding

school holidays: via South Gloucestershire council

203 pupils aged 4—10y mixed gender
209 pupils capacity: 97% full

100 boys 49%


105 girls 52%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 367775, Northing: 169825
GPS coordinates
Latitude: 51.426, Longitude: -2.4649
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 19, 2011
Region › Const. › Ward
South West › Kingswood › Bitton
Village - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Bristol

Schools nearby

  1. 0.7 miles Cherry Garden Primary School BS306JH (183 pupils)
  2. 0.9 miles St Anne's Church of England Primary School BS306PH (360 pupils)
  3. 1 mile Focus School - Berkeley Primary Campus BS306LN
  4. 1.2 mile Sir Bernard Lovell School BS308TS (1177 pupils)
  5. 1.3 mile Redfield Edge Primary School BS309TL (189 pupils)
  6. 1.5 mile Longwell Green Primary School BS309BA (405 pupils)
  7. 1.5 mile Chandag Junior School BS311PQ (255 pupils)
  8. 1.5 mile Chandag Infants' School BS311PQ (180 pupils)
  9. 1.5 mile Wellsway School BS311PH
  10. 1.5 mile Wellsway School BS311PH (1339 pupils)
  11. 1.6 mile Parkwall Primary School BS308AA (142 pupils)
  12. 1.6 mile Temple Primary School BS311EB
  13. 1.7 mile St Barnabas CofE Primary School BS305NW (225 pupils)
  14. 1.8 mile Saltford CofE Primary School BS313DW (385 pupils)
  15. 1.9 mile Cadbury Heath Primary School BS308GB (189 pupils)
  16. 1.9 mile Barrs Court Primary School BS307JB (309 pupils)
  17. 2 miles St John's Church of England Primary School BS312NB (213 pupils)
  18. 2 miles Broadlands School BS312DY
  19. 2 miles Broadlands Academy BS312DY (466 pupils)
  20. 2.1 miles Keynsham Primary School BS312JH
  21. 2.2 miles The Grange School and Sports College BS308XQ (611 pupils)
  22. 2.2 miles Warmley Tower School BS308XL
  23. 2.2 miles Warmley Park School BS308XL (121 pupils)
  24. 2.2 miles St Keyna Primary School BS312JP (240 pupils)

List of schools in Bristol

Age group 4–11 years
Inspection date(s) 19–20 September 2011
Inspection number 377856

The Meadows Primary School

Inspection report

Unique Reference Number 109010
Local Authority South Gloucestershire
Inspection number 377856
Inspection dates 19–20 September 2011
Reporting inspector Rowena Onions

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11 years
Gender of pupils Mixed
Nu mber of pupils on the school roll 187
Appropriate authority The governing body
Chair Sue Wakefield
Headteacher Frances Harding
Date of previous school inspection 15 July 2009
School address Bath Road
BS30 6HS
Telephone number 01179 322203
Fax number 01179 326919
Email address reveal email: Mead…


This inspection was carried out by three additional inspectors. Thirteen lessons were
observed and eight teachers were seen teaching. Meetings were held with pupils,
governors and staff. The inspectors observed the school’s work and looked at data

about pupils’ progress. In addition, inspectors considered the school improvement

plan, reports from the School Improvement Partner and a range of other
documentation. Ninety responses to the parents’ and carers’ questionnaire were
received and analysed, together with 101 pupil and 12 staff responses to their
respective questionnaires.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • The effect of school improvement work on accelerating pupils’ progress.
  • The effectiveness of assessment in helping pupils understand how to improve
    their work.
  • The impact of the curriculum on pupils’ enjoyment of school.
  • The effect of shared leadership, including governance, on school improvement.

Information about the school

This average-sized school serves its local area just outside Bristol and an increasing
number of pupils travel to the school from further afield. Almost all pupils are of
White British heritage. Only a very few speak English as an additional language. The
proportion of pupils known to be eligible for free school meals is below average. A
below-average percentage of pupils have special educational needs and/or
disabilities; these include behaviour, moderate learning, and speech, language and
communication difficulties. Children, including those in the Reception Year, are
taught in single age group classes. Over half of the teaching staff have joined the
school in the last two years.

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

The Meadows is a good school. Good leadership and management, including
outstanding work by the headteacher and her deputy, have provided the school with
a shared vision to seek excellence. Over the last two years, school development work
has been very effective in improving almost every aspect of the education provided

and consequently, pupils’ attainment has risen and is now above average. The school
is determined that pupils’ progress, currently good, will increase further and well-

developed plans are in place to secure this increase. Members of the new school
team are working well together to implement these plans. As a result, there is good
capacity for sustained improvement.
Pupils are enthusiastic about school. A themed approach, as well as a clear focus on
the development of basic skills, causes the curriculum to be successful in providing
pupils with meaningful experiences which encourage them to see the relevance of
what they are learning. Good teaching provides pupils with motivating activities and
teachers employ a wide range of techniques to give variety to lessons. Because
pupils are interested in what they are doing, they behave well, work hard and seek
to do their best. Overall, they make good progress in reading, writing and
mathematics and their current work shows that many are on course to attain high
standards. Differences in attainment between groups have been reduced since the
school’s last inspection. Pupils with special educational needs and/or disabilities now
make good progress and achieve well. However, girls do not attain as highly in
mathematics as do boys; in particular there are fewer girls attaining at the higher
levels. This gap is evident in both Key Stages 1 and 2. Lesson observations indicate

that this is in part due to girls’ lack of confidence in their ability in mathematics.

Good care, guidance and support are based on an individual approach which means
pupils are known, valued and nurtured. Pupils feel safe and secure so they can relax
and enjoy school. This is evident from the earliest age and means that children in the
Reception class settle very rapidly and do well. The school is particularly successful in
helping pupils who have difficulty in controlling their behaviour to learn to do so,
including a number who have had difficulties in other schools. All pupils are given
good advice about how to improve their work, both through feedback in class and
through very thorough, precise marking. Robust checking of pupils’ progress provides
good information about any pupil who is showing signs of underachievement and
support is provided promptly to remedy this. This, together with a range of other
ways to check the quality of the education provided, is giving the school good
information upon which to base its accurate self-evaluation. For example, self-

evaluation had shown that community cohesion provision was in need of
improvement. Work to address this has begun and has been successful with regard
to the school and local communities but the school is correct in identifying the need

to develop work with regard to the wider community. At present, pupils’ knowledge

and understanding of cultural diversity is no better than satisfactory and the
development of this is a strand of the curriculum that requires strengthening.
Systems are in place to allow a wider group of staff to take responsibility for leading
aspects of school self-evaluation and development, and time is now needed to allow
these to become established. Although governance is at a slightly earlier stage of
development in terms of influencing the strategic direction of the school, governors
are highly supportive and have already played a good part in helping the school to
improve links with parents and carers. Parents and carers are very positive about
recent changes in the school and are overwhelmingly happy with the education being
provided for their children.

What does the school need to do to improve further?

  • Raise girls’ attainment in mathematics, and in particular increase the number of
    higher attaining girls, by ensuring that girls develop and maintain confidence in
    their mathematical ability.
  • Improve pupils’ knowledge and understanding of cultural diversity by:
    strengthening the aspects of community cohesion provision that relate to
    the community in Great Britain and in the wider world
    developing this aspect of the school curriculum
    providing pupils with more opportunities to discuss matters which relate to
    cultural diversity.
  • Strengthen governance, in particular the role of governors in influencing the
    strategic direction of the school.
    Pupils’ interest and engagement is evident in many lessons. Parents and carers
    report that their children are keen to go to school; for example, some mentioned that
    their child was looking forward to the start of the September term because they
    knew work about the Second World War would start with taking a train trip in the
    role of evacuees. Pupils in a Year 6 lesson discussed the feelings of characters in the
Outcomes for individuals and groups of pupils 2

Goodnight Mr Tom

with insight and interest, in part because they felt really

involved. Standards in writing have risen markedly over the last two years due in

part to pupils’ increased enthusiasm, and in part because they are given many

opportunities to practise their skills in a wide variety of contexts. Although, overall,
pupils are as enthusiastic about work in mathematics lessons, on occasions there is a
marked difference between the number of girls who volunteer to answer questions
as compared to boys, indicating different levels of confidence. Last year, the school
took action to ensure that girls were helped to make good progress in mathematics.
While this was successful in improving the progress of the pupils in question,

differences in attainment are still apparent, especially in the number of girls who
attain the higher levels in Years 2 and 6.
Strong relationships mean that pupils are respected and respect others. They
willingly adhere to school rules and are beginning to be more proactive in setting
standards of conduct for themselves. Pupils understand how to keep healthy and
take action to do this with respect to exercise and sleep, but they are more reluctant
to translate their very good knowledge of how to eat healthily into their everyday
lives. Pupils have enjoyed being given increasing amounts of responsibility for taking

part in running the school community, for example when older pupils ‘buddy’

Reception class children. They are increasingly consulted about the content of the
curriculum, and now express a desire to be even more fully involved. Although
attendance rates have slipped a little in the last year and the school is rightly taking
action to reverse this, they remain above average. This, and the increasingly good
achievement of pupils and their willingness to work cooperatively and independently,

is preparing them well for the next stage of their education. Pupils’ day-to-day

behaviour, the way they treat each other and the way they are anxious to make
contributions to ensuring their school community runs well, demonstrate their good
spiritual, moral and social development. Development work in the arts curriculum has
provided pupils with some good aspects of cultural knowledge and understanding.
However, they do not yet have a wide enough knowledge of cultural diversity,
especially in relation to the United Kingdom, and are not always given enough
opportunities to discuss such matters.

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
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 safe 2
Pupils’ behav iour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider co mmunity 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


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 school’s work to improve the impact of both the planned curriculum, and the

way this is translated into day-to-day practice through teaching, has been very
successful in improving attainment in writing in particular. A ctivities such as labelling

parts of a ‘Mini-beast Hotel’, writing a letter to Cleopatra to apply to become Pharaoh

or explaining how to mummify an apple, make learning fun and pupils have
responded very positively. There are opportunities to use mathematics skills across
the curriculum but this aspect is not yet quite as well developed. Alongside this topic-
focused approach, there are very robust systems for ensuring pupils develop good
basic skills in both English and mathematics. There is evidence, in pupils’ accelerated
progress and in observations of lessons, that teaching is now good throughout the
school. Despite the number of new staff, there is a consistency in teaching that
shows the strength of improvement work, especially in the way activities and
teaching methods are planned to enthuse pupils. Teachers ensure pupils know what
they are expected to learn and how they will recognise success. They deploy
teaching assistants well to ensure that their good skills benefit all pupils in the class.
There remain no obvious common weakness in teaching and so, in order to help
each teacher to be outstanding, the school is now rightly looking in more depth at
individual strengths and areas for improvement. Target setting and marking are
providing pupils with very exact information about how to improve their work and
pupils are increasingly self-evaluative. Discussion with pupils showed, however, that
a few do not, at this early stage of the year, remember what some of the marks on
their work mean and thus the marking cannot have full impact. Provision to ensure

pupils’ well-being is already securely good and is being strengthened all the time. For

example, although provision to ensure that more vulnerable pupils is already good,
the school is seeking to strengthen this, and its relationships with all parents, still
further through a newly appointed parent support adviser. This lack of complacency
is also evident in the way the school has responded to the small fall in attendance
rates even though these are above average.

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 curr iculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Strong, determined leadership by the headteacher has translated a clear vision to
make the school outstanding into well-prioritised action to ensure improvements.
Accurate, detailed self-evaluation underpins this well. Until last year, the leadership

of the drive for improvement, although fully supported by staff, had largely come
from the headteacher and her deputy. Last year, systems for extending this
leadership to others were successfully set up and tried out and this work is being
extended this year. The role of the governors has also been mainly directed by the
headteacher. Governors have played an important part in aspects of development,
for example the improvement of links with parents and carers and the development
of community cohesion provision. Information for parents and carers is now good

and provides them with knowledge not only of their child’s progress and of the

everyday life of the school, but also of ways in which they can support their child at
home. At the present time, however, the governing body’s role in evaluating the

school’s work and influencing the strategic direction of the school is not fully

developed. Governors have already identified the need to extend their activities and
an action plan has been drawn up to support this improvement. Governors have
been assiduous in ensuring that pupils are properly safeguarded and have taken
action to promote this, for example, by enhancing site security. Child protection
procedures are very robust. The school works very successfully in tackling any
discrimination. There is a commitment to ensuring pupils have equality of
opportunity and there is good use of data to check that all groups make equally good
progress. The gap between the attainment of girls and boys in mathematics has, for
example, been identified and the school is already working with some success to
reduce this. Provision to promote community cohesion has been enhanced by the
work to strengthen links with parents and the local community as well as to ensure
that pupils understand the requirements of living harmoniously in school. There have
been some planned opportunities to extend this to the wider community, for
example, through early but productive links with a local mosque, but this is still an
aspect of provision that requires development.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and
driv ing improvement
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
The effectiveness of the school’s engagement 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 discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohes ion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The strength of induction procedures, the warm welcoming atmosphere in the
Reception class and good teaching are evident in the remarkable way the children
settle into school. Although the inspection coincided with only their third week of
part-time education, they were working and playing happily together. The classroom
is well planned and organised and the curriculum provides well for a good balance of
adult-led work and independent activity. Outdoor provision is strong and allows the
children to generalise what they have learned in the classroom through activities in a
different context. Assessment procedures are robust and mean that adults quickly
gauge the next step each child needs to make in their learning. Great efforts are
made to ensure that learning is fun, for example, by reinforcing a new sound
through linking it with making the sound while flying paper aeroplanes. As a result,
children make good progress overall and by the end of their Reception Year many
attain the expected goals for their age. Good leadership and management have
ensured not only the well-being of the children, but also the improvement in the
provision seen over the last two years.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundatio n 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



Views of parents and carers

An above average number of parents and carers returned the inspection
questionnaire. The vast majority of the parents and carers are very happy with the
education provided for their child. They are particularly positive about the way their
children are kept safe. They also like the good quality of teaching their children
receive and the way that all children are encouraged to like school. Inspectors agree
with these positive views. A small number of parents and carers feel that their child
is not making enough progress and an similarly small number feel unacceptable
behaviour is not well managed. Inspection findings are that pupils make good
progress and that care is taken to support those in danger of underachieving. The
inspection also found that most pupils behave well and that there are good systems
to manage behaviour.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Meadows 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 90 completed questionnaires by the e nd of the on-site inspection. In
total, there are 187 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 disagree
Total % Total % Total % Total %
My child enjoys school 58 64 29 32 2 2 0 0
The school keeps my child
66 73 24 27 0 0 0 0
The school informs me about
my child’s progress
30 33 55 61 3 3 0 0
My child is making enough
progress at this school
31 34 45 50 10 11 0 0
The teaching is good at this
37 41 49 54 2 2 0 0
The school helps me to
support my child’s learning
43 48 40 44 6 7 0 0
The school helps my child to
have a healthy lifestyle
46 51 38 42 5 6 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
42 47 38 42 1 1 0 0
The school meets my child’s
particular needs
37 41 49 54 3 3 0 0
The school deals effectively
with unacceptable behaviour
41 46 32 36 5 6 2 2
The school takes account of
my suggestions and
36 40 44 49 4 4 0 0
The school is led and
managed effectively
43 48 42 47 3 3 1 1
Overall, I am happy with my
child’s experience at this
51 57 37 41 1 1 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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

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 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 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

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
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

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.

21 September 2011
Dear Pupils

Inspection of The Meadows Primary School, Bitton, BS30 6HS

We really enjoyed our time in your school and one of the highlights was talking with
you. You will be pleased to know that we agree with you that yours is a good school.
These are some of the things we liked best.

  • You make good progress in reading, writing and mathematics.
  • You behave well, work hard and want to succeed.
  • You receive good teaching that helps you to be interested in what you are doing.
  • The curriculum provides you with lots of exciting activities which you tell us help
    you to like coming to school.
  • Everyone in school takes good care of you. This makes you feel very safe and
    teaches you how to take good care of yourselves.
  • Your headteacher, other staff and the governing body have worked hard to make
    improvements to the education you receive.

To make things even better we have asked your headteacher, governors and
teachers to do these things.

  • Help girls to do as well as boys in mathematics, especially in helping them to be
    confident that they are good at mathematics.
  • Give you more opportunities to learn about the many different ways in which
    people live, in the United Kingdom and beyond.
  • Make sure that the governing body is more involved in deciding how best to
    improve your school still further.

You can help to do these things by continuing to work as hard as you can.
Thank you again for the way you made us feel at home in your school. We wish you
every success in the future.
Yours sincerely
Rowena Onions
Lead inspector


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