Evergreen Primary Academy

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About Evergreen Primary Academy

Name Evergreen Primary Academy
Ofsted Inspections
Ms Kerry Coote
Address Waverley Street, Easton, Bristol, BS5 0YR
Phone Number 01173773085
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 139
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are at the heart of this inclusive and diverse school.

The Evergreen values of 'be safe, respectful and caring' are lived out by all members of the school community. Parents are overwhelmingly positive about the education their children receive. One parent commented, 'Evergreen Primary Academy is a school that provides a healthy environment for children to study.'

Leaders have high expectations of what all pupils can strive towards. Pupils develop positive attitudes toward their learning. Leaders provide pupils with a wide range of opportunities beyond the curriculum.

These include being members of the academy council, eco-committee and e-sa...fety champions.

Pupils build effective and highly positive relationships with adults. They behave well in lessons.

Low-level disruption is rare. Pupils understand what bullying is. They say it can happen but that adults sort it out quickly.

Leaders give detailed and careful consideration to pupils' personal and emotional development. Pastoral support is highly effective. Staff work together to create an environment where all pupils feel respected and valued.

Pupils enjoy coming to school.

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

Leaders are extremely ambitious for all pupils, including the most disadvantaged and those with special educational needs and/or disabilities (SEND). They lead with a strong determination that all will succeed.

Over time, leaders have been highly systematic and effective in their approach to school improvement. As a result, the vast majority of pupils are very well prepared for the next stage of their education.

Leaders prioritise reading.

Many pupils join the school with little knowledge of the English language. Staff adapt the phonics programme to meet pupils' individual language needs, including visual prompts and signing. Leaders ensure staff have the expertise to support those who find the early stages of reading tricky.

Staff regularly repeat new language and vocabulary to check for understanding. They ensure children read books that match the sounds they are learning. However, in key stage 2, learning provided to develop pupils' reading does not consistently match what pupils know and can do.

As a result, some pupils' learning slows.

Pupils learn across a broad range of subjects to develop their knowledge and understanding. Subject leaders know their subjects well.

In mathematics, teachers carefully check pupils' understanding and use this information to inform their teaching. This enables pupils to make rapid progress from low starting points. In the early years, the focus on talk helps younger children to develop their language skills well.

Subjects across the wider curriculum are planned to raise aspiration and reduce social disadvantage. Leaders ensure the curriculum is effectively sequenced building on pupils' prior knowledge. For example, in history, pupils can recall what they already know and make links to concepts such as civilisation.

Leaders know their pupils very well, including those with SEND. Their close work with families ensures pupils' needs are carefully identified. Staff provide tailored support, including for those pupils with social and emotional needs.

This ensures pupils access learning effectively.

Pupils understand the high expectations for behaviour. They are respectful towards each other and staff.

As a result, the school is a calm and purposeful place to learn. Pupils understand that 'a little kindness goes a long way'. Where some pupils struggle with their behaviour, staff deal with this calmly and place the needs of the pupil at the fore.

Leaders provide exceptionally well for pupils' personal development. They go above and beyond to ensure all pupils build character and self-confidence. Pupils have a personal, social and health education curriculum that enables all to develop into responsible citizens.

Staff provide extensive opportunities for pupils to talk about current issues. Pupils feel confident to bring their own experiences into debates and discussions. As a result, they contribute positively to their community and the wider world.

Trust leaders and members of the academy council are highly knowledgeable about the school's work. They provide considered challenge and support to leaders to help maintain and continue the drive for excellence. Staff benefit greatly from the wide range of opportunities to develop their expertise.

Staff appreciate this. Morale is high and decisions are always made in the best interests of pupils.


The arrangements for safeguarding are effective.

Leaders, including those with governance roles, keep a meticulous check on safeguarding processes, including those when assessing the suitability of staff to work with pupils. Staff fully understand their responsibilities. A culture of vigilance exists.

Staff are well trained. They are confident in reporting concerns, however small, through effective and well-known procedures. Staff record concerns well and know these are taken seriously by leaders.

Pupils feel safe. They know not to talk to strangers. Pupils are taught about safety throughout the curriculum, including keeping safe online and in the local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For some pupils in key stage 2, planned learning for reading is not consistently tailored precisely enough. This hinders some pupils from becoming confident readers as quickly as they could. Teachers need to ensure that the reading curriculum considers what pupils already know and can do so that learning is maximised at all times.

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