Bishop Bronescombe CofE School

About Bishop Bronescombe CofE School Browse Features

Bishop Bronescombe CofE School

Name Bishop Bronescombe CofE School
Ofsted Inspection Rating Requires improvement
Inspection Date 30 October 2018
Address 84 Boscoppa Road, St Austell, Cornwall, PL25 3DT
Phone Number 0172664322
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 343 (52% boys 48% girls)
Number of Pupils per Teacher 22.2
Academy Sponsor Askel Veur - Diocese Of Truro
Local Authority Cornwall
Percentage Free School Meals 14.7%
Percentage English is Not First Language 0.9%
Persisitent Absence 6.5%
Pupils with SEN Support 13.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. The school joined St Piran’s Cross Multi Academy Trustin December 2013. This trust merged with another local trust to form Celtic Cross Education. The predecessor school was judged to be outstanding by Ofsted in March 2011. The proportion of pupils eligible for free school meals is in line with the national average. The proportion of pupils with SEND is slightly lower than national averages. The proportion of pupils who have an education, health and care plan is also lower than national averages.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have not monitored the quality of teaching, learning and assessment closely enough. As a result, they do not know where standards have declined, and pupils’ progress has slowed. Teachers’ expectations of pupils are not consistently high enough. Too many teachers do not correct the basic errors that pupils make. Teachers do not use information about pupils’ progress well enough to plan learning activities so that pupils achieve well. Poor spelling affects pupils’ writing. Pupils do not apply spelling strategies well enough and errors are frequent. Leaders’ targets to improve disadvantaged pupils’ progress and raise their attainment lack precision. As a result, the progress of this group is not good enough. Middle leaders have not received the training they need to monitor the standard of teaching in their areas of responsibility. Too much focus has been on what teachers are doing, rather than on pupils’ learning and the progress that they make. Pupils have few opportunities to develop their reasoning and problem-solving knowledge in mathematics. Leaders and governors have not challenged underperformance in teaching quickly enough. As a result, weaknesses remain. Until very recently, pupils with special educational needs and/or disabilities (SEND) make poor progress. Pupils across key stage 1 do not maintain the positive start they have in the early years and lower-attaining pupils do not catch up to reach the standards of which they are capable. The school has the following strengths Children in the early years get off to a strong start. Expectations are high, and children leave the Reception Year well equipped to manage the demands of the key stage 1 curriculum. The teaching of phonics is a strength. Adults plan activities that closely match pupils’ needs. As a result, pupils make good progress. Leaders have created a caring, nurturing school where all feel valued. The school’s ethos is firmly embedded. Pupils, parents and staff are firm advocates for the school. Safeguarding is effective. Leaders’ close working with families has resulted in a reduction in pupils’ absence.