Four Acres Academy

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About Four Acres Academy

Name Four Acres Academy
Ofsted Inspections
Executive Headteacher Carys Taylor-Evans Emma Holland
Address Four Acres, Withywood, Bristol, BS13 8RB
Phone Number 01179030474
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 448
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

Staff are very caring towards pupils at Four Acres Academy.

They develop positive, respectful relationships with pupils. The school's values of 'respect, confidence, resilience, independence and articulate' are used to support pupils exceptionally well. Pupils feel safe and happy.

They flourish at the school.

Staff have high expectations for every pupil. As a result, pupils achieve well across a range of subjects.

Pupils behave well in lessons and around the school. Staff are patient and kind. They help pupils manage their own behaviour and anxieties sensitively.

Pupils say that if bullying happens, adults sort it out quickly.

The s...chool prioritises developing pupils' character. This begins in the early years, when children learn rules and routines.

The school weaves highly memorable experiences through the curriculum to enrich pupils' learning. Pupils praise the wide variety of clubs on offer, including sports, art and music. Older pupils relish their roles as school councillors and eco-councillors, in which they influence and lead others.

Pupils say these experiences make their school special.

The school has established strong relationships with parents. Parents are overwhelmingly supportive of the school.

Many say how staff inspire and go the extra mile for their children.

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

Learning to read is at the heart of the curriculum. As soon as children start in Nursery, staff develop their listening and speaking skills.

Children in Reception start to learn to read from the very beginning. The school's phonics curriculum is well planned. Staff teach phonics well.

They match pupils' reading books to the sounds that have been taught. Staff use assessment effectively to identify pupils at risk of falling behind. These pupils then get extra support to help them to catch up.

Pupils listen to and read a wide range of books, including non-fiction, stories and poetry. This helps pupils develop confidence and fluency. Class texts introduce pupils to a range of social issues, such as disability, fairness and racism.

Pupils follow an ambitious curriculum. Teachers set out the important knowledge and vocabulary that pupils need to learn. Subject leaders receive extensive training.

They help staff to deliver the curriculum effectively. Staff revisit learning and check pupils' understanding regularly. For example, in mathematics, pupils in Year 2 use their knowledge of place value to help them add larger numbers.

In art, teachers deepen pupils' understanding by building on content they have learned before when using chalk and pastels. Pupils understand the styles of particular artists they study.

Pupils with special educational needs and/or disabilities (SEND) take an active part in school life and benefit from its inclusive ethos.

Staff work in partnership with parents to meet pupils' individual needs. The school identifies pupils' barriers and gaps in learning. Pupils with SEND generally get swift support from staff, particularly for their well-being.

However, sometimes the work that pupils are given is not adapted well enough to help them. As a result, some pupils with SEND occasionally repeat errors, and misconceptions persist.

Pupils conduct themselves well across the school.

This starts in the early years, where consistent routines set the tone. Children follow instructions quickly and learn how to listen well. There are strong classroom routines and expectations across the school.

Pupils line up calmly and move around the school sensibly.

The school takes appropriate action to improve pupils' attendance. Staff keep a close eye on patterns and trends.

They talk to parents to understand the reasons for absence. This includes for pupils who miss school on a regular basis. Nevertheless, the school has rightly identified that it wants to improve pupils' attendance further.

The school offers an impressive range of experiences to promote pupils' personal development. It weaves these thoughtfully through the curriculum. For example, during 'Enterprise Day', pupils learn about possible future careers.

The school celebrates pupils' understanding of other faiths, cultures and beliefs. Pupils say that they know to value everyone and be kind. They learn to challenge unfairness, should it occur.

Older pupils are extremely strong role models of how to act for the good of others. This makes a tangible difference to the school.

Trustees fulfil their statutory duties well.

The trust and governors are well informed about the school's strengths and next steps for development. They have the right skills to check the effectiveness of the school's actions. Senior leaders set high expectations for everyone.

Staff agree that the school supports them to do their job well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils with SEND do not have the adaptations they need to successfully learn in some subjects.

These pupils do not learn parts of the curriculum as well as they could. Some repeat and deepen misconceptions. The trust needs to ensure that staff adapt learning consistently so that pupils with SEND achieve as well as they should.

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