Fonthill Primary Academy

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Fonthill Primary Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Fonthill Primary Academy.

To see all our data you need to click the blue button at the bottom of this page to view Fonthill Primary Academy on our interactive map.

About Fonthill Primary Academy

Name Fonthill Primary Academy
Ofsted Inspections
Headteacher Co Headteacher Nicola Hughes Karlina Lock
Address Ascot Road, Southmead, Bristol, BS10 5SW
Phone Number 01173772550
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 215
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Fonthill Primary Academy. They understand how the school's motto, 'working together, achieving together', helps them to feel part of the school community.

Parents and carers are overwhelmingly positive. Many comment on the school's warm and friendly environment and the way in which staff help children settle into school life.

The headteacher and his staff have high expectations for pupils' behaviour and conduct.

This starts in the early years, where children learn how to behave well. Pupils are clear about the systems that are in place, both in and outside of lessons. They trust adults to resolve any disagreements that may happen, i...n a kind and sensitive way.

Pupils feel safe and value the positive relationships they have with staff. They say that adults support them when they need to share or understand their emotions. Pupils say that bullying is rare, and that if it were to happen they are confident that adults would deal with it quickly.

Pupils enjoy the range of clubs that are on offer to them such as football, chess and construction. They value their roles as members of the school council and as librarians. They know how this helps them set a positive example to others.

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

Leaders have high expectations for what all pupils can achieve, particularly those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. They have carefully considered what pupils need to know and when they need to know it.

Staff and pupils share a love of reading.

Pupils read a wide range of texts and plays and do so with increasing fluency and accuracy. Older pupils, in particular, read challenging texts, such as 'Treasure Island' and 'The Lord of the Rings'. They understand how the books they read help them to build their knowledge of issues such as global warming.

Children begin phonics as soon as they start school. All staff benefit from the training they receive to teach phonics and reading effectively. If pupils fall behind, they receive the support they need to help them to catch up quickly.

Leaders have put in place a well-structured mathematics curriculum. This starts in the early years. Staff develop children's mathematical vocabulary from an early stage.

As a result, children are able to describe patterns in numbers confidently. Teachers routinely check on pupils' learning through the use of 'Flashback 4'. This enables pupils to use their mathematical understanding and knowledge well to tackle more complex problems.

In some wider curriculum subjects, pupils' knowledge is less secure. For example, in history, some pupils can recall what they have learned about different periods and talk about the links between them. However, others struggle.

This is because some teachers do not routinely make clear the important knowledge they want pupils to learn, nor do they check what pupils know well enough before moving on to new learning. This slows the progress that some pupils make.

Leaders are ambitious for what pupils with SEND can achieve.

Staff know the pupils well and ensure that they receive the support they need. Pupils' plans are precise and well thought out. Consequently, most pupils with SEND are increasingly independent and learn well across the curriculum.

Pupils have positive attitudes to their learning. Children in the early years learn to take turns and to listen carefully to adults. Across the school, disruptions are rare.

This enables pupils to get on with their learning.

Leaders support pupils' personal development well. Pupils understand the differences between healthy and unhealthy relationships.

They talk confidently about fairness and respect. However, they are less confident when discussing fundamental British values such as democracy.

Governors, including those from the trust, know the school well.

They hold school leaders to account appropriately. Staff appreciate the way in which leaders support them and consider their workload. They are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders provide staff with detailed and up-to-date safeguarding training. Staff understand their responsibilities well because of this.

They know the signs that may indicate a child might be at risk and act quickly. Leaders work well with a range of professionals. This ensures that families and pupils at risk receive the support they need.

Pupils know how to keep themselves safe through lessons and assemblies. For example, pupils learn about how to stay safe online. They understand the importance of having secure passwords and sharing any worries they might have with a trusted adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the curriculum is not consistently strong across all subjects. Some teachers do not routinely make clear what pupils are expected to learn or help them to develop a depth of knowledge over time. Leaders need to continue supporting teachers to expertly deliver all aspects of the curriculum so that pupils know and remember more.

  Compare to
nearby schools