Parson Street Primary School, located in Bedminster, Bristol, has recently undergone an inspection from July 9 to July 10, 2024, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This marks a significant improvement from its previous inspection, which rated the school as requiring improvement. The principal, Laurie Munro, leads the school, which is part of the Trust in Learning Academies, overseen by CEO Sue Elliott and a board of trustees chaired by Gerry Rice.
Pupils at Parson Street Primary School enjoy their time at school and feel safe, knowing they can approach staff with any concerns. The school fosters an inclusive culture that celebrates the diverse backgrounds of its pupils, ensuring that everyone feels valued. Parents are welcomed into the school community, receiving support and advice to aid their children's social and academic development. The school has high expectations for pupil achievement and behaviour, promoting a set of values referred to as ‘gem powers’ that help students focus on their learning and develop their character.
The curriculum at Parson Street Primary School is ambitious and designed to reflect the high aspirations for all pupils, regardless of their starting points. Learning is logically sequenced, allowing pupils to build knowledge across subjects. However, the new curriculum has not fully addressed the knowledge gaps some pupils have retained from previous learning, which can hinder their progress. The school has implemented a ‘gems’ system in the early years to help children develop resilience and confidence, and staff effectively model language and communication skills.
Teachers actively check for understanding and provide ample practice opportunities for pupils to apply their learning. The school has a strong focus on early reading, ensuring that pupils read books that match their phonetic knowledge. Support is provided for those who fall behind, although some older pupils still struggle with reading due to the legacy of a weaker curriculum.
Pupils with special educational needs and/or disabilities are promptly identified, and staff ensure their needs are met, allowing them to learn effectively. Behaviour in the school is generally good, with the ‘gems’ system used to promote positive behaviour and set clear expectations. Most pupils respond well to support when they do not meet these expectations, resulting in minimal disruption to learning.
The school promotes healthy lifestyles, encouraging pupils to eat healthily and engage in physical activities. Social development is prioritized, with pupils learning the importance of teamwork and cooperation. They are educated about different faiths and backgrounds, fostering respect and tolerance.
While the school has made strides in enhancing its clubs and enrichment activities based on pupil interests, it does not consistently monitor participation, particularly among disadvantaged pupils. This lack of oversight may prevent the school from ensuring that all pupils receive a broad range of experiences.
Governors and the trust provide support and challenge, but they sometimes lack a clear understanding of the school's strengths and areas for improvement. Staff feel supported in their professional development, and the school has effective safeguarding arrangements in place.
To improve further, the school must ensure that the new curriculum is better aligned with pupils' existing knowledge and address any gaps. Additionally, the monitoring and evaluation of the school's work need to be strengthened to provide a more accurate view of its effectiveness and areas for development.
