Meadowbrook Primary School


Name Meadowbrook Primary School
Website http://www.meadowbrookprimary.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 11 October 2017
Address Three Brooks Lane, Bradley Stoke, Bristol, South Gloucestershire, BS32 8TA
Phone Number 01454868630
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 409 (52% boys 48% girls)
Number of Pupils per Teacher 22.0
Academy Sponsor The Olympus Academy Trust
Local Authority South Gloucestershire
Percentage Free School Meals 8.8%
Percentage English is Not First Language 27.1%
Persisitent Absence 8%
Pupils with SEN Support 10.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Meadowbrook is larger than the average-sized school. There are two classes in most year groups except for Year 3 and Year 4, which have three classes each. The school became part of the Olympus Academy Trust in 2015. The school has recently recruited an associate headteacher and an executive headteacher to support the school on a full-time basis. The proportion of pupils supported by the pupil premium is below the national average. The proportions of pupils from minority ethnic backgrounds or who speak English as an additional language are broadly similar to the national average. The proportion of pupils who have SEN and/or disabilities is similar to the national average. So, too, is the proportion of pupils who have an education, health and care plan. The school met the government’s floor standards in 2016 and 2017. The school provides before- and after-school childcare, which is managed by the Olympus Academy Trust.

Summary of key findings for parents and pupils

This is a school that requires improvement Senior leaders and governors have not taken enough action to improve the achievement of pupils across the school. As a result, several pupils are not making progress or achieving well. Until relatively recently, the school’s assessment of pupils’ progress was not precise. This meant that leaders’ understanding of progress was not accurate. Despite some improvements in teaching, inconsistencies remain. As a result, too many pupils, particularly disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, are not making enough progress. The curriculum does not enable pupils to practise and develop writing and mathematical skills in other subjects. Teaching is not consistently planned well. It does not provide sufficient support or challenge for pupils, including the most able. As a result, pupils complete work that is either too difficult or too easy. Teachers’ explanations are not consistently effective. This means that some pupils are not clear about what is expected of them or what they need to do to improve their work. Teaching does not routinely clarify pupils’ misconceptions. Teachers do not intervene in pupils’ learning to move them forward. This hinders progress and limits pupils’ ability to develop secure skills, knowledge and understanding. Subject leaders’ monitoring is still developing. As a result, they have not been able to bring about improvements in the curriculum. The school has the following strengths Leaders and governors have worked hard with the Olympus Academy Trust to create a stable staffing structure. They understand what needs to improve; they are taking the necessary action to bring this about. The school is clearly improving. Better teaching is leading to improved outcomes for pupils at the end of key stages 1 and 2. Leaders and teachers place pupils’ welfare at the heart of their work. They form effective partnerships with parents. Pupils enjoy coming to school. They say that they are well looked after. They behave well and are polite and respectful. Good teaching in early years and effective phonics teaching lead to a high proportion of younger pupils achieving well.