Two Mile Hill Primary School in Bristol underwent an inspection on 21 and 22 June 2022, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes, Personal Development, and Early Years Provision received a Good rating. Leadership and Management were found to Require Improvement. The school previously held a Good rating in its last inspection in March 2017.
The school leaders have a clear vision emphasizing respect, integrity, and excellence, which is reflected in the positive attitudes of the pupils. They express that these core values enrich their lives and prepare them for the future. However, the leaders have not yet clearly defined the specific knowledge that pupils should acquire across the curriculum, leading to difficulties in recalling prior learning. This lack of clarity affects the curriculum's effectiveness in helping pupils know and remember more over time.
Pupils exhibit good behaviour in lessons, and there is a culture of respect among students and staff. They enjoy their break times and engage well with peers across different year groups. Reports of bullying are rare, and pupils trust adults to address any issues that may arise. Parents express strong support for the school, feeling that their children are safe and well-cared for.
While the curriculum is well-sequenced and reflects the diverse community, the specific knowledge that pupils need to learn is not clearly identified. This ambiguity hinders teachers' ability to deliver targeted instruction. Additionally, the transition from early years to key stage one does not effectively build on the knowledge acquired in the early years.
The school community has a strong appreciation for reading, with pupils actively engaging with the library and participating in various reading initiatives. However, the current phonics program does not adequately support pupils who struggle with reading, indicating a need for more tailored teaching approaches. Although many pupils develop fluency in mathematics and can apply their skills to problem-solving, the overall approach to early reading requires improvement.
Leaders are committed to ensuring that all pupils, including those with special educational needs and disabilities, have access to the full curriculum. While some pupils with complex needs receive well-planned support, others do not receive the necessary assistance within lessons. The governing body is dedicated to fulfilling its responsibilities, but its oversight has not yet led to a significant improvement in the quality of education.
Pupils demonstrate kindness and tolerance, celebrating the diversity within their school. They understand the concept of discrimination and advocate for dignity and equality for all. They take pride in their leadership roles and the positive changes they have initiated, particularly regarding playtime.
The safeguarding arrangements at the school are effective, with leaders taking proactive measures to ensure pupil safety. Recruitment processes and staff training are conducted rigorously, and staff are well-informed about local risks and signs of abuse. Pupils are educated about online safety and how to protect themselves in the community.
To improve, the school must establish a systematic approach to teaching early reading, ensuring that all pupils receive the precise support they need to progress. Leaders should also identify the essential knowledge required in all subjects to facilitate effective learning and retention. By addressing these areas, the school can enhance its educational offerings and better support its pupils' development.
