|Name||Air Balloon Hill Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hillside Road, St George, Bristol, BS5 7PB|
|Religious Character||Does Not Apply|
|Number of Pupils||781 (51.3% boys 48.7% girls)|
|Number of Pupils per Teacher||20.7|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||15.3%|
|Pupils with SEN Support||14%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (18 April 2018)
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Information about this school
The headteacher took up his post in September 2017. The school is much bigger than the average-sized primary school. There are four classes per year group. The school operates a breakfast and after-school club. The proportion of pupils joining the school midway through their primary education is high. Two thirds of the pupils are of White British heritage. The proportion of pupils who speak English as an additional language is broadly average. The proportion of pupils known to be eligible for pupil premium funding is average. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who have an education, health and care plan or a statement of special educational needs is broadly average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The recently appointed headteacher, who is very well supported by his senior and middle leaders, provides ambitious and determined leadership. This is characterised by the school’s motto, which encourages all pupils to ‘look to the stars’. Governors know the school very well. They use their wide range of skills to challenge leaders effectively. Overall, current pupils are making good progress. A new system, introduced to monitor pupils’ progress, is effectively highlighting those individuals or groups that need extra support. Although teaching and learning are good overall, leaders are fully aware that very small pockets of inconsistency remain. Current pupils’ work shows that their progress is improving. This is particularly so in reading and writing and across a range of other subjects, such as art, history and geography. Leaders recognise that the mathematics scheme does not provide enough opportunities for pupils, especially the most able, to apply their knowledge to solving problems. Children get off to a good start in the early years. They grow in confidence and make good progress. Leaders ensure that pupils are taught a broad and balanced curriculum. The school’s work to promote British values and to enhance their spiritual, moral, social and cultural development is strong. Pupils behave well in lessons and around the school. They are polite and show respect for others. Relationships between staff and pupils are very positive. There is a strong culture of safeguarding. Pupils feel safe and well cared for in school. They are confident that adults will listen to their concerns and act upon them quickly. The outcomes of disadvantaged pupils show only marginal gains despite the school making good use of additional funding. This is because : there is not always strong engagement with the families of those pupils entitled to this funding. Pupils’ attendance is in line with the national average. However, a small group of pupils are persistently absent from school.