Bristol Primary school 'requires improvement' in 3 areas - 'Tasks are not challenging enough'
A Bristol primary school has come under scrutiny after Ofsted's report highlighted areas requiring improvement, including task not being challenging enough for students.
Hannah More Primary School in New Kingsley Road, St Philips has been rated as ‘requiring improvement’ across three out of five areas following an Ofsted inspection on May 7.
The school was rated ‘good’ in Early year provision and Personal development, and ‘requires improvement’ in Quality of education, Behaviour and attitudes and Leadership and management.
The report, which was published on June 18, praised the school’s diverse community, however, it highlighted the need to improve the quality of education and implementation of its behaviour system.
It reads: “The school has started to raise staff’s expectations of what pupils can achieve, particularly in mathematics. However, in other areas of the curriculum, some of this work is at an early stage.
“Staff’s expectations of pupils vary too much between classes. When staff’s expectations are lower, pupils do not achieve well.
“The school has clear behaviour systems. However, some staff do not apply these well.
“As a result, in some classes, pupils have their learning disrupted by other pupils who have become disengaged.
“Nonetheless, bullying is rare in the school. Pupils have confidence in staff solving any concerns if they occur.“
Despite facing challenges of a falling roll and reductions in staffing, the school has maintained an inclusive ethos and ensured that pupils with special educational needs and/or disabilities (SEND) are identified early and receiving the support they need.
Whilst the school has implemented an ambitious curriculum that reflects the school’s locality, “the school has identified that too many pupils, particularly in key stage 2, do not achieve well.
“In response, the school is supporting teachers to match work more closely to what pupils can already do using the checks they make about pupils’ learning.
“In the Reception Year, staff use this information to ensure that activities are closely matched to children’s needs. As a result, children are well prepared for Year 1.
“However, in some classes beyond the Reception Year, teachers do not use this information well enough.
“They sometimes set tasks that are not challenging enough and do not match the ambition of the school’s curriculum. Sometimes they accept poor-quality work. As a result, pupils’ learning across the curriculum is not consistently secure.
“The school has provided additional training to help staff deal with behaviour. However, there is still more to do.
“At social times, staff sometimes do not deal with incidents in line with the school’s policies. Consequently, some poor behaviour persists.
“The governing body is highly committed to the school. However, some of the school’s strategic actions lack precision.
“While governors are kept informed of the school’s actions for improvement, it is sometimes unclear as to how success will be measured.
“This makes it hard for the governing body to hold the school to account for its performance. “
To read the full Ofsted report, click here.