Horfield Church of England Primary School in Bristol underwent an inspection on April 16 and 17, 2024, and received an overall effectiveness rating of Requires Improvement. The school has faced significant challenges since its last inspection, which was rated as Good. Changes in staff have contributed to an unsettled environment, impacting both staff morale and the school's improvement efforts. Parents have expressed concerns regarding the school's responsiveness to issues they raise, indicating a need for better communication and support.
The school is ambitious for its pupils and aims for them to achieve, but it is still in the early stages of implementing changes to the curriculum, particularly in the early years. As a result, pupils are not yet receiving a high-quality education. While pupils demonstrate a good understanding of the school's values and generally exhibit polite and kind behavior, there are instances where adult intervention is insufficient to resolve conflicts among pupils. This can lead to some pupils feeling hesitant to share their concerns with adults.
Pupils are eager to engage in various school activities and enjoy the responsibilities offered to them, such as being part of the eco-council or well-being champions. However, the school lacks a clear understanding of club attendance, which could enhance pupil engagement. The curriculum has seen some improvements, particularly in mathematics, where pupils revisit and practice key concepts, aiding their understanding of more complex topics. Despite early signs of progress in mathematics, the wider curriculum is still developing, with gaps in essential knowledge and understanding.
Reading is prioritized within the school, and a positive culture around reading is fostered. Children begin learning to read in Reception Year, and effective assessment practices help identify pupils who may need additional support. This approach has led to older pupils expressing enthusiasm for reading and discussing their favorite authors. However, the identification processes for pupils with special educational needs and disabilities (SEND) are not effective, leading to a mismatch between pupils' needs and the work provided. Staff may lack the necessary expertise to adapt learning for these pupils, which hampers their progress.
In terms of behavior, most pupils adhere to the school's high expectations, but some exhibit disruptive behavior in lessons and do not navigate the school safely when unsupervised. Reports of bullying exist, and some pupils lack confidence that their concerns will be addressed by adults. The personal, social, and health education curriculum teaches pupils about safety and healthy relationships, but their understanding of protected characteristics and fundamental British values is limited.
Governance at the school is also an area for improvement. Many governors are new and committed to making necessary changes, but they lack a strong understanding of their responsibilities and do not hold school leaders accountable effectively. This has resulted in an inaccurate understanding of the school's strengths and weaknesses.
The safeguarding arrangements are generally effective, but there are shortcomings in the induction process for new staff and the timely completion of pre-employment checks. While pupils are safe, these issues indicate a need for improvement in safeguarding practices.
To enhance the school's effectiveness, it must ensure that all staff receive proper induction and training in safeguarding, improve the identification and support for pupils with SEND, and clarify the key knowledge in the wider curriculum. Strengthening governance and communication with parents will also be essential for fostering a more supportive school environment.
