|Name||Frome Vale Academy|
|Address||Frenchay Road, Downend, Bristol, BS16 2QS|
|Religious Character||Does Not Apply|
|Number of Pupils||175 (53.1% boys 46.9% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||Cabot Learning Federation|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||38.9%|
|Percentage English is Not First Language||25.1%|
|Pupils with SEN Support||3.4%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Frome Vale Academy is smaller than the average-sized primary school. The academy is part of the Cabot Learning Federation.
The principal took up the substantive post in June 2015. The interim vice-principal took up post in November 2017. An independent local leader of education is currently working with leaders to support staff in the early years.
The academy has on site an alternative provision unit called the NEST which inspectors visited as part of the inspection. There is a breakfast club on site which inspectors visited as part of the inspection. The most recent published contextual information indicates that the proportion of pupils from minority ethnic groups is well above the national average.
The most recent published contextual information indicates that the proportion of pupils known to be eligible for the pupil premium is well above the national average. The proportion of pupils who have SEN and/or disabilities and are supported by the school is above the national average. The pupils who are supported by an education, health and care plan is above the national average.
The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic results in 2017.
Summary of key findings for parents and pupils
This is a school that requires improvement Outcomes in key stage 2 have declined since the previous inspection. In particular, pupils who have low starting points do not make the progress they need to catch up quickly.
Although there is recent evidence of improvement, the academy council and the Cabot Learning Federation have not taken rapid enough action to halt the decline in key stage 2 outcomes. The school’s improvement plans do not demonstrate well enough how actions taken are going to improve pupils’ outcomes quickly. Until recently, leaders did not check and evaluate well enough the progress of all groups of pupils to make sure that they make the best possible progress.
Consequently, gender differences remain. Boys underperform in reading, writing and mathematics across all year groups. Subject leaders are new to post.
Consequently, they are not yet playing a lead role in developing aspects of teaching, learning and assessment across the curriculum. Teachers are not sufficiently aspirational in what pupils can achieve, especially so for boys and the most able pupils. Teaching, especially in key stage 2, does not consistently meet the needs of pupils.
Activities set can be either too easy or too difficult. This hampers pupils’ progress. Although the number of children achieving a good level of development in the early years is rising, it remains just below the national average.
This is because the quality of teaching is not consistently good and the learning environment is underdeveloped. Pupils do not have the information they need from teachers to improve their learning. The school has the following strengths The fervent drive of the principal and the new interim vice-principal is having a positive impact on improving pupils’ achievement.
The school’s curriculum excites and engages pupils. Outcomes in key stage 1 continue to improve in reading, writing and mathematics. Outcomes in phonics continue to improve year on year and are well above the national average.
Behaviour of pupils is good. Pupils are polite, well mannered and respectful. Relationships between staff and pupils are strong.