Rangeworthy Church of England Primary School in Bristol underwent an inspection on September 19 and 20, 2023, and received an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, as well as personal development, were deemed to require improvement. Leadership and management, along with early years provision, were rated inadequate as well. This marks a significant decline from the previous inspection in January 2018, where the school was rated as good.
The inspection revealed that the school fails to provide pupils with the education they deserve, resulting in significant gaps in their learning across various subjects. The expectations set by the school for what pupils can achieve have been too low, leaving them unprepared for the next stages of their education. Despite these shortcomings, pupils express enjoyment in attending school and report feeling safe, knowing they can talk to an adult if needed. They are friendly and polite, and social interactions are generally positive, although some pupils occasionally lose focus during lessons, disrupting the learning environment.
The school has experienced considerable instability in leadership and staffing since the last inspection, and the governing body has been slow to address the widespread weaknesses identified. Recently appointed leaders are working to provide clarity and direction, but it is too early to see any significant impact from their efforts. The curriculum is poorly planned and does not adequately cover the key knowledge pupils need to learn, understand, and remember. Staff training has been insufficient, and assessment practices are not effectively used to gauge pupil understanding.
The curriculum does not align with the full breadth of the national curriculum, particularly in subjects like history, where pupils lack a comprehensive understanding of essential knowledge. The approach to teaching phonics and early reading is inadequate, with children in the early years not receiving a strong foundation in learning letters and sounds. Consequently, pupils struggle with reading fluency and accuracy, although they enjoy story time and show enthusiasm for the stories read to them.
Pupils with special educational needs and disabilities are not receiving the necessary support, and the school has not taken timely actions to ensure appropriate adaptations for their learning. Targets for these pupils are often too broad, leading to poor achievement across the curriculum. While there are evolving provisions for pupils' personal development, some areas, such as healthy relationships, require further development.
The school promotes understanding of right and wrong, and pupils demonstrate respect and politeness in their behavior. Relationships within the school are strong, and pupils feel confident discussing concerns with adults. The school emphasizes mental health and encourages pupils to care for themselves and each other. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must hold leaders accountable for the quality of education and ensure that the curriculum is ambitious and well-planned. It is essential to provide effective support for pupils with special educational needs and to foster consistent positive learning behaviors among all pupils. The school is currently receiving support from a local multi-academy trust, and the new leadership team is expected to implement necessary changes to address the identified weaknesses.
