Blue Coat CofE Primary School

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About Blue Coat CofE Primary School

Name Blue Coat CofE Primary School
Ofsted Inspections
Headteacher Mr Glyn Jones
Address Symn Lane, Wotton-under-Edge, GL12 7BD
Phone Number 01453525020
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 315
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Blue Coat Church of England Primary School is a nurturing and welcoming school.

Staff and pupils know each other well. Pupils feel cared for and safe. Leaders strive for every pupil to be 'future' ready.

They make sure there is no barrier to learning or participating in wider opportunities.

Pupils are curious and confident. They are keen to discuss their ideas.

Older pupils debate with maturity. Relationships between pupils are caring. Older pupils care for the children in Reception Year.

They welcome them to the school with a painted pebble. Pupils display these with pride.

Pupils are proud of their play area.

Leaders have... planned a vast range of play and exploration. As a result, pupils share and play well across different age groups. Pupils are respectful to one another.

Without prompting, they recognise and celebrate the achievements of others in their class. Bullying is rare. If it happens, pupils are confident that staff will deal with it promptly.

Pupils relish the many opportunities for leadership. They understand how their participation helps them to gain skills. Pupils who are 'Future Leaders' discuss with leaders how to improve the school.

Pupils delight in working with leaders to develop projects around the school. Pupils enjoy contributing to the wider community, such as displaying their artwork in a local residential home.

What does the school do well and what does it need to do better?

Leaders have developed an ambitious and broad curriculum.

Staff and pupils talk about the purpose of the curriculum with a common understanding. Leaders have planned and sequenced the learning. They have identified the knowledge they want pupils to learn and remember over time.

The curriculum is in its second year. In some subject areas, leaders are still refining the knowledge pupils are required to learn. They are ambitious for pupils to have a greater depth of knowledge to apply to new learning.

In the reception classes, a well-crafted 'Blue Coat' curriculum prepares children for their learning in key stage 1. The curriculum builds on the ambition of the whole school. Leaders ensure that children experience lots of high-quality interactions and conversations.

Children behave with motivation and resilience when they are trying new activities. They take time to complete challenging activities. Leaders make sure children have ample opportunities to develop their numeracy and literacy.

Teachers assess and check pupils' understanding. As a result, pupils know what they need to do for the next part of their learning. Curriculum 'tube maps' help pupils to see what they need to know.

Pupils find these helpful.

Staff ensure that all pupils receive the support and adaptation they need to learn the curriculum. Pupils with special educational needs and/or disabilities (SEND) are very well supported.

Staff receive the training and information they need to ensure the support is precise. Leaders work closely with parents and external agencies to make sure pupils with SEND progress well.

A passion for reading is at the core of the curriculum.

From the moment they join the school, children in Reception learn phonics. Staff are well trained in the phonics curriculum. They identify and provide additional support when pupils need it to keep up.

Pupils focus on reading at the start of each day. As pupils become confident, they experience a wealth of books and stories. This helps them to become motivated independent readers.

Pupils' personal development is exceptionally well supported. There are a large range of extra-curricular opportunities. Leaders discuss these with pupils to ensure that they offer new and varied experiences.

Through this collaboration, nearly all pupils participate. Leaders ensure the clubs are inclusive and that pupils with SEND or disadvantaged pupils can have those full experiences. The personal, social and health education (PSHE) curriculum is strongly established.

Pupils learn about relationships in a timely way. Older pupils speak with maturity about their learning. Pupils have a confident knowledge of the protected characteristics.

They demonstrate respect and tolerance through their behaviours. Leaders embed the fundamental British values throughout the curriculum. Pupils are well prepared for life in modern Britain.

Leaders and governors strive for excellence. They share a well-established vision to prepare pupils for the future as confident citizens. This is present throughout the culture of the school.

Leaders share their best practices with other schools. Staff feel supported by leaders. Leaders are considerate of their well-being.

Parents are hugely positive about the school. One parent wrote that their children had 'positively thrived under the care, dedication and attention of the Blue Coat staff'.


The arrangements for safeguarding are effective.

Leaders ensure there are clear procedures for reporting safeguarding concerns. As a result, staff are confident to identify and report issues. Leaders act swiftly to follow up.

When it is appropriate, leaders work with external agencies to ensure that pupils and their families receive support.

Leaders and governors are diligent in their duties to keep pupils safe. They track the records for safeguarding and ensure checks are up to date and detailed.

Pupils learn about how to care for their mental health. They learn how to look after one another. Leaders provide planned levels of support for pupils when they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum is not fully refined. As a result, pupils do not learn to the depth of knowledge leaders would like to see. Leaders need to ensure that these areas of the curriculum are developed so that pupils have secure knowledge and understanding over time.

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