Meadowbrook Primary School

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About Meadowbrook Primary School

Name Meadowbrook Primary School
Ofsted Inspections
Mrs Nicola Bailey
Address Three Brooks Lane, Bradley Stoke, Bristol, BS32 8TA
Phone Number 01454868630
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 374
Local Authority South Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this welcoming and inclusive school. Pupils feel happy, safe and well looked after.

They say that if they have any worries or concerns, there is always someone to help them. Pupils are adamant that bullying does not happen.

Adults have high expectations and relationships between staff and pupils are positive.

Staff expect all pupils to live up to the principle 'ready, respectful, safe', in line with the behaviour policy. As a result, the school is calm and orderly. Pupils work hard and learning is rarely disrupted.

Pupils appreciate the many opportunities to get involved in school life and to develop in leadership roles, through the 'Trust Council' and 'Art Council.' This helps them become confident and responsible.

Pupils receive a good-quality education.

Pupils spoke enthusiastically about a wide range of subjects. They enjoy learning and are keen to do well.

Most parents and carers speak positively about the school.

They talk about the 'family feel' and 'Team Meadowbrook'.

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

Leaders have a clear vision for the school. The headteacher is outward looking and welcomes the challenge and guidance she receives from the Trust.

Decisions made by trust leaders and governors have brought about much improvement in the school's work.

There is a strong reading culture. Pupils in key stage 2 enjoy reading a wide range of books and talk enthusiastically about their favourite authors.

Teachers make sure the youngest pupils develop a love of books. Staff follow a carefully structured phonics programme. This means children get off to a positive start.

Most pupils quickly gain a love of learning and the confidence and knowledge they need to thrive. Most pupils at the early stage of reading master basic sounds quickly. However, a small number of pupils do not read books that are precisely matched to the sounds they know, and this hinders their fluency.

Leaders are ambitious for all pupils. Trust and school leaders know the school's strengths and weaknesses well. Leaders have created a purposeful environment where pupils and staff are keen to learn.

Staff, including early career teachers, say that leaders support their development and well-being.

Leaders provide a well-organised and challenging curriculum and recognise the importance of widening pupils' vocabulary. The curriculum is carefully planned and based on what pupils need to learn, including in the early years.

For example, staff use their strong subject knowledge in mathematics to ensure pupils learn what they need to know. As a result, pupils are able to complete more demanding work, solve problems and explain their answers. Pupils enjoy learning about geography and music.

However, there are a few gaps in their knowledge, and they cannot always confidently remember what they have learned previously.

Teachers use assessment information well to adapt the learning for pupils, including in the early years. Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers.

These pupils are fully involved in lessons and make good progress towards their individual targets.

Leaders ensure the curriculum supports pupils' understanding of what it is to be a good citizen. Pupils understand the importance of equality and diversity.

They believe that everyone has a voice and 'their opinions would be heard'. Pupils' learning about UNICEF's 'Rights of the Child' helps them to understand the rule of law. Leaders ensure that there is a wide range of clubs for all pupils, including cheerleading and football club.


The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. Staff and governors understand their safeguarding responsibilities.

Clear processes for recording and sharing safeguarding concerns are in place. Records are detailed and well kept. Leaders are tenacious in their interactions with other agencies.

They ensure that families receive the support they need.

The school's curriculum helps pupils to know how to keep themselves safe in their everyday lives. Pupils understand how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject plans are not as well implemented as others. This means that there are a few gaps in pupils' knowledge and understanding. Leaders needs to ensure that the planned curriculum is embedded across the school, in all subjects, so that pupils know more and remember more.

• A small minority of pupils who have previously fallen behind do not read books that are precisely matched to the sounds they know. Pupils are not catching up as quickly as they might. Leaders need to ensure that these pupils' books are well matched to their phonics knowledge.

Also at this postcode
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