|Name||Redfield Edge Primary School|
|Address||High Street, Oldland Common, Bristol, BS30 9TL|
|Religious Character||Does Not Apply|
|Number of Pupils||202 (52.5% boys 47.5% girls)|
|Number of Pupils per Teacher||22.3|
|Local Authority||South Gloucestershire|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||1.0%|
|Pupils with SEN Support||6.9%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. Pupils are organised in seven single-age classes.
It is part of an informal partnership with three other local primary schools and an all-through specialist school, collectively known as the RISE Alliance. Most pupils are of White British heritage. The proportion of disadvantaged pupils is below the national average.
A broadly average proportion of pupils have special educational needs and/or disabilities. The school provides care for pupils through breakfast and after-school clubs. The school meets the government’s current floor standards, which are the minimum expectations of pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders, including governors, provide a strong driving force and are ambitious for the school. They make sure that pupils’ achievement and teaching continue to improve, especially in mathematics. Senior and middle leaders rigorously check the quality of teaching and its impact on pupils’ progress.
They ensure that teachers have appropriate support and training to improve their practice. Teaching is consistently good. Teachers plan challenging work to interest and motivate pupils so that they enjoy their learning and achieve well.
The most able pupils are increasingly stretched in their learning, enabling them to achieve higher standards. However, on occasions, some teaching does not provide sufficient challenge for these pupils. Pupils who have special educational needs and/or disabilities achieve as well as other pupils because staff support their needs effectively from an early stage.
Disadvantaged pupils, including the most able, make good progress from their starting points as a result of the well-targeted teaching and effective personal support. Behaviour is good. Pupils say that they feel safe in school and have positive attitudes to their learning.
The engaging curriculum makes a positive contribution to pupils’ personal development and welfare, and to their spiritual, moral, social and cultural development. Parents strongly support the school. They value the welcoming environment in which their children learn effectively and feel happy.
Children in the early years settle well into school life. They get off to a good start as staff teach them well and most make good progress. However, teaching does not consistently enable the most able children to achieve at the highest level.
In early years, children undertake a wide range of activities. Those that are adult-led develop children’s skills and understanding well. However, when children choose their own activities, there is not the same clarity about what they are expected to learn.
Governors are well organised in their work. They regularly check on what is happening in school. They challenge leaders to raise the quality of teaching and learning still further.