Frampton Cotterell Church of England Primary School


Name Frampton Cotterell Church of England Primary School
Website http://www.fcceprimaryschool.co.uk
Ofsted Inspection Rating Good
Inspection Date 13 June 2012
Address Rectory Road, Frampton Cotterell, Bristol, South Gloucestershire, BS36 2BT
Phone Number 01454867205
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 309 (51% boys 49% girls)
Number of Pupils per Teacher 20.1
Local Authority South Gloucestershire
Percentage Free School Meals 4.2%
Percentage English is Not First Language 1%

Information about the school

Frampton Cotterell Church of England Primary School is slightly larger than the average-sized primary school. Over 93% of pupils are of White British heritage, and there are few who speak English is an additional language. The proportions of pupils from minority ethnic groups and those known to be eligible for free school meals are considerably below the national average. The proportion of disabled pupils and those with special educational needs who are supported at school action plus level or who have a statement of special educational needs is lower than in schools nationally. The school has received several external awards including the International School award, Healthy Schools status and the Eco-Schools award. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. Privately-run childcare provision operates on the school site and runs a breakfast club and an after-school club. It was not included in this inspection.

Key findings

This is a good school. The school’s motto is, ‘Becoming the best we can through faith, friendship and participation.’ Inspectors judge that the school lives up to this aspiration well. Children get off to a good start in the Early Years Foundation Stage, and make good progress in Key Stages 1 and 2. The school is not outstanding because, although good overall, some teaching remains satisfactory, and standards in reading and writing are not as consistently high as those in mathematics. Plans for improvement are successfully raising standards, but these plans do not always have clear criteria against which to evaluate their success. Pupils’ achievement is good. Teachers use very focused and consistent strategies to develop pupils’ writing skills, so that attainment in writing has risen sharply and is now above average. Standards in mathematics are higher than those achieved in reading and writing, although this gap is closing. Pupils through the school make better than expected progress from their various starting points. Pupils’ behaviour and attitudes to learning are good. Pupils are courteous and cooperate well together in class. Disruption to lessons, bullying and racism are rare. Pupils feel safe, enjoy school and attendance is above average. In the majority of lessons effective questioning and fast-paced activities that are well matched to their abilities get all pupils involved in learning. Consequently, pupils make rapid progress. Pupils routinely evaluate their work against their own targets for improvement, but in some lessons the more able could be challenged more effectively. Leadership and management are good. The effective management of teachers’ performance has led to an improvement in the quality of teaching and in rising attainment. The curriculum provides pupils with many memorable experiences, and makes a strong contribution to pupils’ spiritual, moral, social and cultural development.