Evergreen Primary Academy


Name Evergreen Primary Academy
Ofsted Inspection Rating Inadequate
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 01 March 2017
Address Waverley Street, Easton, Bristol, BS5 0YR
Phone Number 01173773085
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 201 (54% boys 46% girls)
Number of Pupils per Teacher 18.5
Academy Sponsor Cabot Learning Federation
Local Authority Bristol, City of
Percentage Free School Meals 28.4%
Percentage English is Not First Language 82.1%
Persisitent Absence 13.4%
Pupils with SEN Support 21.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger than the average-sized primary school. Numbers on roll are falling. This has resulted in a reduction in the number of classes in the school. The substantive headteacher left in December 2016. There is an interim headteacher who has been in post for seven weeks. There have been seven new members of the governing body since 2015. The school has undergone considerable staff changes recently and since the previous inspection. A significant majority of pupils do not speak English as their first language. The proportion of pupils for whom the pupil premium provides support is above the national average. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. There is a breakfast club and after-school club managed by the school. Nursery children attend part time. Children in Reception attend full time. A very small number of pupils with emotional or behavioural needs attend off-site provision with Education 1st Learning Centre or Cabot Learning Federation. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school does not meet requirements on the publication of information about school performance and pupil premium on its website.

Summary of key findings for parents and pupils

This is an inadequate school Leaders’ capacity to improve the school is too limited and overly dependent on external support. Pupils’ outcomes are inadequate. Leaders have not halted the decline in pupils’ achievement. Consequently, too few pupils meet expected standards in reading, writing and mathematics. Leaders’ systems to check pupils’ progress are not fit for purpose. This limits their ability accurately to evaluate the school’s performance and pupils’ achievement. Teaching is inadequate and does not meet pupils’ needs. Teachers’ expectations are low; they do not provide work that is matched to pupils’ needs and national curriculum requirements. As a result of inaccurate assessment, teaching does not build consistently on what pupils already know. Sometimes work is too easy or teachers move pupils on before they are secure in their understanding. This slows progress. Teaching does not challenge the middle-attaining and most-able pupils adequately. Teachers do not take sufficient responsibility for the learning and progress of groups of pupils, including disadvantaged pupils, the most able and those who have special educational needs and/or disabilities. As a result, their learning falters. Governors have been poorly informed about the school’s performance. This has limited their ability to hold leaders to account for raising pupils’ achievement. Pupils do not take responsibility for their own behaviour and learning. Persistent low-level disruption in lessons is prevalent and hinders learning. Attendance is too low. Despite the school’s considerable efforts, pupils’ absence is not reducing quickly enough. Rates of exclusion are consistently too high. The school has the following strengths In just a few weeks, the interim headteacher has brought about positive change, but it is too early to see any impact on achievement. Teaching in Reception builds on what children know already and therefore meets their needs. Governors have sought external support to bolster leadership capacity.