|Name||Filton Avenue Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||22 May 2018|
|Address||Lockleaze Road, Horfield, Bristol, BS7 9RP|
|Religious Character||Does Not Apply|
|Number of Pupils||755 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.1|
|Academy Sponsor||Trust In Learning (Academies)|
|Local Authority||Bristol City of|
|Percentage Free School Meals||27.3%|
|Percentage English is Not First Language||32.2%|
Information about this school
The school meets the government’s current floor standards, which set minimum expectations for the attainment and progress of pupils at the end of key stage 2. The former junior school on the same site was closed in September 2015. At this time, the infant school’s age range was extended to incorporate the juniors and amalgamate the two schools to form Filton Avenue Primary. The infant school was already an academy, having joined the Trust in Learning multi-academy trust in September 2012. The school is much larger than the average primary school. It has 728 pupils on roll. Pupils are taught over two sites. The Lockleaze campus has 557 pupils between the Reception Year and Year 6. There are three classes in each year group. The Orchard campus, which shares the site with the Orchard secondary school, has 171 pupils taught in single classes between the Reception Year and Year 5. The proportion of pupils eligible for free school meals is above the national average. This is 37% compared to the national average of 24%. The proportion of pupils who speak English as an additional language is above the national average. This is 34% compared to the national average of 21%. The proportion of pupils who have SEN and/or disabilities is above the national average. This is 15.1% compared to 12.2%.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the amalgamation of the infant and junior schools in 2015, the rate of improvement has been too slow. Pupils’ achievement, particularly at the end of key stage 2, has been poor. Leaders’ evaluations of the quality of teaching are overly generous. As a result, teaching is too variable in different classes and subjects. Leaders’ strategic plans for disadvantaged pupils or those who have special educational needs (SEN) and/or disabilities are not sufficiently robust. Consequently, pupils’ progress is not good enough in reading, writing and mathematics. Leaders do not evaluate the effectiveness of the curriculum. As a result, pupils’ knowledge in a range of subjects is not strong, including in science, the arts and humanities. Teachers’ expectations of pupils are not consistently high. As a result, pupils do not produce the same quality of work in the full range of subjects. Teachers do not identify common errors or misconceptions in spelling, punctuation and grammar in writing, or calculation and reasoning in mathematics. This slows the progress of pupils, especially lower-attaining pupils and those who have SEN and/or disabilities. Teachers do not consistently match work closely enough to pupils’ different abilities to build rapidly on their prior skills, knowledge and understanding. Despite improvements, low-level disruption still interrupts pupils’ enjoyment and learning in some lessons. The school has the following strengths Leaders are determined to see the school improve. Their recent actions are raising achievement so that standards are rising across the school in reading, writing and mathematics. Leaders have taken effective action to eliminate inadequate teaching. Effective pastoral work and care keep pupils safe and are rapidly improving attendance, especially for vulnerable pupils. The teaching of phonics is good. Teaching in the Reception Year is good. This gets children off to a strong start in school.