Callicroft Primary School

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About Callicroft Primary School

Name Callicroft Primary School
Ofsted Inspections
Headteacher Mr Jonathan Keohane
Address Rodway Road, Patchway, Bristol, BS34 5EG
Phone Number 01454867195
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 404
Local Authority South Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils know what it means to be part of the 'Callicroft family'. They understand the importance of following the school's values of 'excellence, friendship, honesty, respect, perseverance and courage'.

They know how these values help them to be polite, welcoming and understanding of others.

Staff have high expectations of pupils. Pupils appreciate the relationships they have with staff.

They talk positively about the help and support the teachers in school give them.

Many parents commented about improvements they had seen in the school, such as the 'stay and share' sessions. However, some raised concerns about pupils' behaviour.

Leaders have... put new systems in place to ensure that pupils behave well. Pupils say that behaviour is improving because of this. Inspectors saw most pupils behaving well and the school's records show that this is typical.

Pupils are clear about the rights that everyone has in the society they live in. They have a good understanding of democracy and why the right to vote is important. Pupils enjoy the space and activities on offer at playtime.

They enjoy taking part in the running and multi-sports clubs. Whether pupils are playing sports, using the 'jungle gym' or climbing frame, they feel well cared for.

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

Leaders are ambitious for what both staff and pupils can achieve.

The new headteacher is bringing about many positive changes to improve the wider curriculum. Staff appreciate and value her leadership.

Leaders prioritise reading.

They ensure there is a consistent approach to the teaching of phonics. Most teachers use assessment well to identify which sounds pupils know and need to learn next. Teachers check that pupils are keeping up with where they need to be.

Pupils at risk of falling behind get the help they need to catch up quickly. Most pupils read books that match the sounds they know. However, a minority sometimes find their books too hard.

Teachers choose a range of class texts which broaden pupils' knowledge and interests. For example, older pupils use their class text to learn about refugees and an inclusive society. Pupils enjoy reading books from the school library.

They read with increasing fluency and accuracy.

Leaders have designed a curriculum that interests pupils, including those with special educational needs and/or disabilities (SEND). Leaders think carefully about the key knowledge they want pupils to know and the order in which this is taught.

In mathematics, staff support children in the early years to learn their number facts up to 10. They use this knowledge to find out about odd and even numbers. Older pupils also use the French words and phrases they have learned to help them describe the features of animals.

However, teachers in a range of subjects do not consistently check what pupils know and remember well enough. For example, in geography, older pupils cannot confidently draw on their knowledge of map work to use six-figure grid references successfully. This slows the progress that pupils make.

Leaders have a clear oversight of the provision for pupils with SEND. They ensure that support plans include targets to meet pupils' identified needs. Staff benefit from the training they receive.

This is beginning to help a few pupils who find it difficult to regulate their behaviour and emotions. Leaders have plans in place to develop this support further.

Staff expect pupils to behave well in lessons.

The majority of pupils know and follow well-established routines. These start in the early years and continue into key stage 1. Pupils work and play well together.

Most pupils are confident when explaining their thoughts to others, but not all. This is because there is sometimes not a sharp enough focus on developing pupils' communication and language skills.

Leaders promote pupils' personal development well.

Pupils understand that people can come from different backgrounds and why this should be respected. They are proud of the roles they have, such as 'eco councillors'. This helps them to improve the school environment.

Trustees and local governors have an accurate view of the school's strengths and priorities for improvement. They provide appropriate support and challenge to school leaders. Staff value the training they receive to develop their subject knowledge.

They are proud to work at the school. Most appreciate how leaders consider their workload and well-being.


The arrangements for safeguarding are effective.

Leaders ensure that there is a constant focus on pupils' safety. Adults, including governors, are well trained. Consequently, they are vigilant in spotting and reporting any signs of concern.

Leaders involve relevant external agencies where appropriate. Trustees monitor the effectiveness of the safeguarding systems. They ensure that checks are in place for the safe recruitment of staff.

The curriculum supports pupils' understanding of risk. Pupils know how to stay safe outside of school, particularly when using social media. They have a clear understanding of consent and know how to report concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Sometimes, assessment is not used well enough to check that pupils have remembered the essential knowledge they have been taught. As a result, some pupils are not able to recall in detail what they have learned. Leaders should ensure that assessment is used effectively to check what pupils know and remember across all subjects.

• Some pupils' communication and language skills are in the early stages of development. As a result, some pupils cannot articulate the knowledge they have learned as successfully as they should. Leaders need to ensure that staff provide high-quality opportunities to develop pupils' communication and language skills in all areas of the curriculum.

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