Compass Point Primary School

Name Compass Point Primary School
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 11 June 2015
Address South Street, Bedminster, Bristol, BS3 3AU
Phone Number 01173772340
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 235 (49% boys 51% girls)
Number of Pupils per Teacher 17.1
Academy Sponsor Gatehouse Green Learning Trust
Local Authority Bristol, City of
Percentage Free School Meals 38%
Percentage English is Not First Language 35.7%
Persisitent Absence 19.5%
Pupils with SEN Support 14.5%
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 primary school. Pupils are from a range of ethnic heritages, with half from White British backgrounds. An above average number of pupils speak English as an additional language. The proportion of disabled pupils or those with special educational needs is above average. The proportion of pupils supported by the pupil premium (additional government funding which supports pupils known to be eligible for free school meals and children who are looked after) is nearly twice the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. Early years provision is comprised of a part-time Nursery provision for three-year-olds and two Reception classes offering full-time education. The school is part of the Co-operative Trust, a group of three primary schools and one secondary school. The school’s work together to help raise standards and improve experiences for pupils. Ashton Park Secondary School supports the school to help raise participation rates in sporting activities. The school provides a breakfast club that is managed by the governing body. The school also provides a number of after-school clubs, which include sporting activities and arts and crafts. The Children’s Centre on the same site is inspected separately. The new interim headteacher was appointed from March 2015.

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because : Pupils are not making sufficient progress in reading, writing and mathematics. Teaching requires improvement as teachers’ expectations of what pupils can achieve are too often not high enough. Marking does not consistently provide pupils with information about how they can improve their work. Leadership and management require improvement because the good achievement of pupils and the good teaching identified in the last report have not been maintained. Governors have not held school leaders to account for the decline in standards. The early years provision requires improvement as not enough children are making the progress they should. The work set for pupils is not always challenging and demanding enough, particularly for the most able and for disadvantaged pupils. Attendance remains below average. Recent improvements in developing subject and middle leaders in monitoring teaching and pupils’ progress have not yet had time to contribute fully to improved achievement. The school has the following strengths The headteacher’s energetic and rigorous approach to all areas of school improvement is working well. In the short time the headteacher has been at the school, she has quickly gained the confidence of the staff. Staff are responding well to the new leadership and are both engaged and committed to improving the experience of pupils at the school. Staff morale is high. Pupils are responding well to the new requirements made of them and are now better engaged in their learning. Pupils who speak English as an additional language, including those who join at other than the start of the school year, are well supported and make good progress. The school provides well for pupils’ spiritual, moral, social and cultural development through an exciting curriculum that offers interesting activities and opportunities for personal development. Pupils are well prepared for life in modern Britain.