|Name||Bournville Primary School|
|Address||Selworthy Road, Weston-super-Mare, BS23 3ST|
|Religious Character||Does Not Apply|
|Number of Pupils||491 (52.3% boys 47.7% girls)|
|Number of Pupils per Teacher||22.2|
|Academy Sponsor||Extend Learning Academies Network|
|Local Authority||North Somerset|
|Percentage Free School Meals||53.3%|
|Percentage English is Not First Language||7.5%|
|Pupils with SEN Support||25.5%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Bournville Community Primary School is well above average in size. The majority of pupils attending are of White British heritage. The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is below average, but has increased significantly in recent years.
The proportion of disabled pupils or those who have special educational needs is well above average. The proportion of pupils supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after) is very high in relation to the national average. Most children in the early years initially attend the school’s pre-school class on a part-time basis and then begin their full-time attendance in one of the two Reception classes.
The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides its own breakfast and after-school clubs. The school is a member of the Weston-Super-Mare Educational Trust.
This is a group of five schools that work closely as a cooperative trust of schools. Each school retains its own headteacher and governing body. The headteacher is a local leader of education.
The school provides support for several schools. A nursery for two-year-old children operates on the school site. This is registered separately with Ofsted and was not incuded in this inspection.
Summary of key findings for parents and pupils
This is an outstanding school. Leadership and management are outstanding and have driven the school forward to improve teaching and pupils’ learning very successfully since the previous inspection. The headteacher sustains high aspirations.
He has moulded and leads a very skilled leadership team that fully shares and continues a strong drive to help all pupils achieve their full potential. Governors challenge and support the staff very effectively in their efforts to provide high quality teaching, and support and secure rapid progress for all groups of pupils. The behaviour of pupils is outstanding.
Pupils feel valued and confident at school because they are treated equally and share excellent relationships with staff and with each other. A calm and extremely supportive community atmosphere pervades the school. It is clearly visible in the exemplary role models demonstrated by staff, which pupils strive willingly to follow as they give of their best in learning.
The school’s work to keep pupils safe and secure is outstanding. Consequently, pupils say that they feel very safe, and their parents agree. The school provides a stimulating curriculum that is highly successful in widening the pupils’ experiences and promoting their spiritual, moral, social and cultural development.
The quality of teaching is outstanding across the school. The teachers’ skill and determination in securing the pupils’ readiness to learn is successful in raising their aspirations and sustaining excellent progress. The school uses additional government funding, such as the pupil premium, highly effectively.
As a result, disadvantaged pupils supported by the extra teaching and adult guidance provided through this funding make excellent progress in their academic and personal and social development. Children make an excellent start to school and achieve extremely well in the pre-school and Reception classes that form the school’s early years provision. At times, opportunities are missed to extend further pupils’ writing across the curriculum.