|Name||The Meadows Primary School|
|Address||Bath Road, Bitton, Bristol, BS30 6HS|
|Religious Character||Does Not Apply|
|Number of Pupils||169 (47.3% boys 52.7% girls)|
|Number of Pupils per Teacher||17.7|
|Academy Sponsor||Futura Learning Partnership|
|Local Authority||South Gloucestershire|
|Percentage Free School Meals||9.5%|
|Percentage English is Not First Language||1.2%|
|Pupils with SEN Support||11.8%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
This school is slightly smaller than the average primary school. The proportion of pupils who are known to be eligible for pupil premium is below average.
The proportion of pupils from minority ethnic families is well below average and very few speak English as an additional language. There is a below average proportion of pupils who have special educational needs but three times the national average have statements of special educational needs or education, health and care plans. In 2016 the school did not meet the government’s floor standard, which is the minimum expectation for pupils’ attainment and progress at the end of Year 6.
Early years children are accommodated on a full-time basis in one class and taught by two part-time teachers. At the start of the inspection, the school did not meet the publication requirements on its website. The school’s most recent key stage 2 results had not been included, the complaints policy was not clearly accessible and there was no reference to the school meeting its duties under the 2010 Equalities Act.
The missing documentation was uploaded onto the website and, by the end of the inspection, it met requirements.
Summary of key findings for parents and pupils
This is an inadequate school Leaders, including governors, have failed to tackle areas that were identified as requiring improvement at the previous inspection. Strategic leadership is weak and many of the teaching staff do not have confidence in the way that the school is led and managed.
Governors do not challenge the work of the school sufficiently well. They have not held the headteacher rigorously to account for a decline in the school’s effectiveness. Frequent staff changes to the leadership of mathematics have had a detrimental impact on rectifying pupils’ inadequate achievement in this subject.
Girls consistently make poorer progress in mathematics than boys. Senior leaders do not regularly check and evaluate the progress of all groups of pupils as they move from key stage 1 to key stage 2. There has been a continual change of teachers’ roles and classroom responsibilities.
Leaders have failed to invest time and resources to ensure that teachers’ professional development needs are met. Inconsistencies in teaching are not picked up by leaders. For example, not all teachers adhere to the agreed marking policy and this has gone unnoticed by the headteacher.
Equality of opportunity is not promoted effectively. Not all staff and pupils feel that they are treated fairly. Leaders do not draw well enough upon the cultural diversity within the school to prepare pupils for life in a diverse society.
Anti-social incidents are not recorded accurately. Leaders do not check for any emerging patterns or trends. The outdoor learning area for the youngest children does not provide opportunities for them to develop and extend their key skills.
The school has the following strengths The proportion of pupils who achieve the expected standard in reading and writing is above average. Leadership in English has been a consistently strong feature of the school. The arrangements for safeguarding are effective and the school meets statutory requirements to keep pupils safe.