|Name||Badocks Wood E-ACT Academy|
|Address||Doncaster Road, Southmead, Bristol, BS10 5PU|
|Religious Character||Does Not Apply|
|Number of Pupils||227 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||13.3|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||66.1%|
|Percentage English is Not First Language||28.6%|
|Pupils with SEN Support||11.5%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
This school is larger than the average-sized primary school. The percentage of pupils who are eligible for the pupil premium is significantly above the national average.
Approximately one third of pupils are from minority ethnic groups where a high proportion speak English as an additional language. The proportion of pupils who have a statement of special educational needs or an educational, health and care plan is below the national average. Children in the early years are taught in three classes, one Nursery class part time and two Reception classes where children attend full time.
In 2014 and 2015, the school did not meet the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress at the end of Year 6. Since the previous inspection, Badocks Wood Children’s Centre has joined with the school. However, the centre is inspected separately and did not form part of this inspection.
The school does not meet requirements on the publication of information about the curriculum, complaints, pupil premium and sports premium on its website.
Summary of key findings for parents and pupils
This is an inadequate school Leadership is weak. Over time, leaders and managers, including governors, have failed to halt the decline in the effectiveness of the school.
Leaders do not have robust plans for improvement. The school development plan is not fit for purpose. It does not provide the strategic direction needed to rapidly improve the school.
Leadership of safeguarding is inadequate. Systems for monitoring and checking the safety of pupils are weak and lack rigour. Leaders have not ensured that systems are in place to check carefully the learning and progress of pupils.
Teaching over time is inadequate. Teachers’ expectations of what pupils can achieve are too low. Consequently, progress is inadequate in reading, writing and mathematics.
This is especially so for disadvantaged pupils, including the most able disadvantaged. Leaders, including subject leaders, do not regularly check and evaluate the progress of all groups of pupils to ensure that they are making as much progress as they can. The curriculum, while it covers all subjects, is not implemented effectively.
There are inconsistencies in the planning and teaching of subjects. Consequently, pupils do not make good progress across a wide range of subjects. Pupils do not have the opportunity to participate in many extra activities.
Behaviour is inadequate. Leaders do not analyse well enough patterns in pupils’ behaviour. Consequently, exclusion rates have risen and are above national averages.
Absence rates, especially persistent absence, are too high and not improving quickly enough. Too many parents are unhappy with the education and care their children are receiving. The school has the following strengths There is a year-on-year improvement in outcomes in the early years provision.