May Park Primary School


Name May Park Primary School
Website https://www.maypark.bristol.sch.uk/
Ofsted Inspection Rating Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Coombe Road, Eastville, Bristol, BS5 6LE
Phone Number 01179030075
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 542 (54.1% boys 45.9% girls)
Number of Pupils per Teacher 17.1
Academy Sponsor Excalibur Academies Trust
Local Authority Bristol, City of
Percentage Free School Meals 30.7%
Percentage English is Not First Language 43.1%
Persisitent Absence 17.8%
Pupils with SEN Support 14.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (11 April 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

May Park Primary is a much larger than average-sized primary school and numbers have increased over the past few years. The school serves a diverse community. Just over half the pupils speak English as an additional language. The proportion of pupils who are disadvantaged and who have SEN and/or disabilities is higher than national averages. The proportion of pupils who join the school part way through their primary education is higher than average. Following a further deterioration in pupils’ outcomes in 2017, the local authority commissioned reviews to check the school’s effectiveness. The authority recognises that the school requires wide external support to ensure that it improves. However, this support has not yet started. The school meets the government’s current floor standards.

Summary of key findings for parents and pupils

This is an inadequate school Leaders are not rigorous enough in tackling the school’s weaknesses. They do not ensure that all is done to enable pupils to catch up, make good progress and achieve well. Standards in reading, writing and mathematics have declined since the previous inspection and are very low. Pupils do not develop the skills they need for the next stage in their education. Pupils’ books show that, over time, the most able pupils, pupils who speak English as an additional language and those who are disadvantaged do not reach standards expected for their starting points or ages. Very few pupils reach higher standards. Teachers do not have clear guidance and appropriate challenge to enable them to improve their practice. Consequently, there is too much weak teaching. Pupils are not challenged to think and do not engage with learning because expectations are too low and work is not matched to their needs. Attendance is stubbornly low and well below the national average. Pupils do not gain the phonics skills they need to make a strong start in reading and writing. Leaders are not ensuring, with sufficient urgency, that children in the early years catch up and reach national expectations. As a result, too few are ready for Year 1. Governors have not ensured that they have the information they need about pupils’ progress to provide sufficient challenge to leaders. Pupils’ behaviour is inadequate. Staff do not have confidence in leaders to support them in tackling more serious behaviour incidents. Some serious behaviour incidents are not fully analysed to ensure that lessons are learned and future incidents reduced. As recognised by governors and the local authority, the school requires substantial external support in order to make the improvements needed. Leaders do not use assessment information to hold teachers to account for the progress that pupils make. The school has the following strengths Parents and carers appreciate the wide range of subjects on offer and the care that staff provide for pupils. Pupils quickly develop an understanding of other faiths and cultures.