Glenfrome Primary School, located in Eastville, Bristol, has been recognized as a good school following its inspection on July 13 and 14, 2021. The school is well-regarded by pupils and parents alike, with students expressing enjoyment in attending this vibrant institution that plays a significant role in its community. Pupils feel safe and supported, with staff attentive to their needs. The return to school after COVID-19 restrictions was met with enthusiasm, as students were eager to reconnect with their peers and engage in various outdoor activities.
Parents have shown overwhelming support for the leadership team and staff, particularly appreciating the clear communication during the national lockdowns. The school fosters high expectations and maintains positive relationships, resulting in exceptional pupil behavior. The learning environment is calm and orderly, allowing for uninterrupted educational experiences. Instances of bullying are addressed sensitively by staff, contributing to a respectful school culture.
The school benefits from six acres of green space, which is utilized for sports and educational purposes. Pupils from diverse backgrounds, representing 18 nationalities, collaborate harmoniously, celebrating each other's cultures and faiths. The headteacher has successfully upheld standards since the last full inspection, with leaders carefully reviewing the curriculum to ensure it offers a comprehensive knowledge base. In core subjects like English, mathematics, and science, pupils learn in a structured manner that enhances retention and understanding over time.
However, some subjects, including history, geography, and art, have faced delays in curriculum planning due to the pandemic, leading to less organization in these areas. Leaders are actively working to make learning more relevant and accessible. Reading remains a strong point, with Reception children receiving consistent phonics instruction during lockdowns, enabling most to be well-prepared for Year 1. Teachers provide effective support for struggling readers, although oversight in reading for some Key Stage 2 pupils has been less consistent, with plans in place to address this.
Mathematics instruction is well-supported, particularly in Key Stages 1 and 2, where pupils employ various strategies for calculations and generally enjoy the subject. However, the same level of attention has not been given to mathematics in Reception, although children demonstrate basic counting skills and engage in practical number activities. There is a need for curriculum leaders to better understand early years education and its connection to subsequent years.
The pandemic limited traditional enrichment activities, but the school has adapted by involving all pupils in forest school programs that reinforce curriculum concepts. For instance, Year 4 pupils learn practical skills related to their history lessons. Chess is regularly played, fostering engagement with families at home. The most able Year 6 pupils undertake assignments evaluated by university professionals, enhancing their understanding of democracy and British values.
Support for disadvantaged pupils and those with special educational needs is effectively managed by skilled staff trained by the SENCo. Some pupils with complex needs benefit from tailored curricula that facilitate their learning. The headteacher leads an ambitious and engaged workforce, with the governing body aware of the school's strengths and areas for development, providing a balanced approach to support and challenge.
Safeguarding measures are effective, with diligent oversight of recruitment data and regular staff training on safeguarding issues. Staff are well-equipped to ensure the safety and well-being of pupils, collaborating with parents and external agencies to support vulnerable students. Despite the school's overall success, there are areas for improvement, particularly in curriculum planning and sequencing in certain subjects, which leaders need to address to enhance pupil preparedness for future learning.
