Luckwell Primary School


Name Luckwell Primary School
Inspections
Ofsted Inspections
Address Luckwell Road, Bedminster, Bristol, BS3 3ET
Phone Number 01173533382
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 145 (53.1% boys 46.9% girls)
Number of Pupils per Teacher 17.6
Academy Sponsor Gatehouse Green Learning Trust
Local Authority Bristol, City of
Percentage Free School Meals 21.4%
Percentage English is Not First Language 9.0%
Persistent Absence 9.6%
Pupils with SEN Support 9.0%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school’s website meets requirements on the publication of specified information.

This is a slightly smaller than average primary school. The proportion of pupils eligible for support funded by the pupil premium is well below average. The proportion of pupils who have special educational needs and/or disabilities is well below average.

The proportion of pupils from minority ethnic groups, and the proportion who speak English as an additional language, are both well below average. In 2016, the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. The school is part of the South West Co-operative Learning Trust, known locally as BS3 Schools Trust.

This is a collective group of schools and local partners who work together.

Summary of key findings for parents and pupils

This is an inadequate school Leaders, including governors, have not tackled the school’s identified weaknesses with the urgency required. The school’s performance has declined since the previous inspection.

Capacity for improvement is weak. Governors do not challenge leaders to make the rapid improvements required. They have failed to hold leaders to account for falling standards.

Leaders and governors have not secured an effective safeguarding culture. Leadership of health and safety is weak, including of the safe use of the school site. Leaders do not insist that concerns about pupils are consistently acted upon or recorded systematically.

Subject leaders have not received the training they need to accurately check the school’s work. The impact of their actions to improve the quality of teaching is limited. The most able pupils are not sufficiently challenged to deepen and extend their knowledge.

As a result, they do not make the progress of which they are capable. Teachers do not use information about what pupils already know, can do and understand to plan effectively for pupils’ next steps in learning. Teaching does not consistently support middle- and lower-attaining pupils to make good progress.

Weak teaching, learning and assessment over time has resulted in pupils in Years 1 to 6 failing to achieve as well as they should. Consequently, pupils’ outcomes are inadequate in writing and mathematics. Teachers do not demand high-quality work.

Too many pupils do not take pride when completing tasks or show the determination needed to make good progress. The teaching of spelling is weak. Errors in the basic skills of spelling, grammar and punctuation are not routinely picked up.

This restricts pupils’ progress. Leaders do not provide effective guidance and support to enable staff to improve the quality of their teaching. Leaders and managers do not set firm rules for playground behaviour.

They have not ensured that staff fully understand what constitutes safe and acceptable play. As a result, poor behaviour and derogatory language go unchecked. The school has the following strengths Children make good progress in the early years.

They have positive attitudes to learning. Pupils who have special educational needs and/or disabilities receive appropriately targeted support. As a result, their learning needs are met.

Opportunities for developing pupils’ spiritual and cultural development are promoted well through the curriculum. The local area is used effectively as a learning resource. As a result of leaders’ actions, pupils’ attendance is in line with the national average.