|Name||Parson Street Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Bedminster Road, Bedminster, Bristol, BS3 5NR|
|Religious Character||Does Not Apply|
|Number of Pupils||444 (51.4% boys 48.6% girls)|
|Number of Pupils per Teacher||19.3|
|Academy Sponsor||Trust In Learning (Academies)|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||32%|
|Percentage English is Not First Language||21.3%|
|Pupils with SEN Support||16.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (17 April 2018)
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Information about this school
Parson Street Primary joined the Trust in Learning Academies multi-academy trust in September 2016. The school is larger than the average-sized primary school. The majority of pupils are from a White British background, but the number of pupils who speak English as an additional language is above the national average. The number of pupils who have SEN and/or disabilities is above the national average. The number of pupils eligible for free school meals is above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Governors have not challenged leaders robustly enough. Therefore, leaders have previously been slow to address the issues that have led to underperformance. Over recent years, not enough pupils have reached the standards expected for their age in reading, writing and mathematics at key stage 2. Progress from starting points has also been weak. The quality of teaching is too variable. Teachers do not consistently plan to meet the needs of learners. There is a lack of consistent challenge for the most able and support for those who need it. Teachers do not use assessment information effectively to identify pupils’ misconceptions or build on what they already know. Disadvantaged pupils, and those who have special educational needs (SEN) and/or disabilities do not make sufficient progress in reading, writing and mathematics. Leaders’ use of additional funding is not having a rapid enough impact on improving outcomes. Absence and persistent absence rates are above the national average. The proportion of pupils who meet the standards of the phonics screening check has declined over a three-year period and is now below the national average. The proportion of children who reach a good level of development in the early years has been below the national average for the last three years. The school has the following strengths Leaders now have a clear understanding of the areas for development and are working on the right priorities. They now have the capacity to drive improvements more rapidly. The curriculum is broad, balanced and interesting, providing support for literacy and numeracy skills and developing wider knowledge. Provision for pupils’ personal, development and welfare is a strength of the school. Leaders are committed to providing a wealth of experiences to broaden pupils’ horizons.