Fishponds Church of England Academy

About Fishponds Church of England Academy Browse Features

Fishponds Church of England Academy


Name Fishponds Church of England Academy
Website http://www.fishpondschurchacademy.bristol.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 25 April 2018
Address Fishponds Road, Fishponds, Bristol, BS16 3UH
Phone Number 01179030491
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 414 (53% boys 47% girls)
Number of Pupils per Teacher 19.8
Academy Sponsor Diocese Of Bristol Academies Trust
Local Authority Bristol, City of
Percentage Free School Meals 20.9%
Percentage English is Not First Language 36.5%
Persisitent Absence 11.4%
Pupils with SEN Support 18.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school became part of a multi-academy trust, the Diocese of Bristol Academies Trust, in 2012. The school is managed by a principal and is governed by a local board. The principal has been in post since September 2016. A high number of teachers have left and others have joined the school since the previous inspection. A small number of pupils attend alternative, off-site provision at The Nest. The proportion of pupils who receive support for their SEN and/or disabilities is below average. The proportion of pupils known to be eligible for support by the pupil premium is above the national average. The school runs an on-site breakfast club, and an after-school club which is managed by the governing body. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders, managers and governors have not ensured that the school has continued to provide a good quality of education since the previous inspection. Teaching staff and leaders have not, until recently, been held to account sufficiently for the quality of teaching or pupils’ progress. The quality of teaching is too inconsistent, especially at key stage 2, and has not led to good outcomes for pupils over time. Teachers’ expectations are not high enough for different groups of pupils in key stage 2. Consequently, too few pupils make the progress they are capable of. Although attainment by the end of Year 6 is improving, standards are not yet high enough in reading and mathematics. The curriculum does not encourage pupils to fully develop their skills in reading, writing and mathematics. Pupil premium funding has not been used effectively to meet the precise needs of disadvantaged pupils. Consequently, they have not made good progress over several years. The attendance rate of pupils overall, and of disadvantaged pupils in particular, is below that seen nationally. Pupils in key stage 2 do not show good attitudes to their learning. Too many pupils are not confident in their own ability and give up too easily when they face difficulties. Many subject leaders are new to their post and have not, as yet, had sufficient impact on improving teaching, learning and outcomes in their subject areas. Recently introduced systems to improve the school have not yet been fully developed to secure the rapid improvements needed. The school has the following strengths The principal is acutely aware of the school’s weaknesses as well as its strengths. She has managed the high turnover of staff well and has set a clear agenda for improvement. Pupils’ spiritual, moral, social and cultural development is effective. Children make good progress and build skills across all areas of learning in the early years because of the strong care and opportunities offered.