St Nicholas of Tolentine Catholic Primary School in Bristol underwent an inspection on June 15 and 16, 2022, resulting in 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 inspection follows a previous inspection in October 2018, which also resulted in an inadequate rating.
The report highlights that pupils are not receiving the education they deserve, with significant gaps in their learning across various subjects. Leaders have set expectations that are too low, which has hindered pupils' preparedness for the next stages of their education. Despite these challenges, pupils express enjoyment in attending school and feel safe within the environment. They demonstrate friendliness and pride in their roles, such as chaplaincy leaders, and appreciate the recognition they receive for embodying the school’s values.
While there have been improvements in behavior, with most pupils exhibiting calm and orderly conduct, distractions occur when lessons are not engaging. Instances of bullying are addressed by staff, contributing to a sense of safety among pupils. The school celebrates community diversity through various activities, fostering respect for different cultures and faiths.
Leadership changes have been frequent, and efforts by governors to improve the school have not been sufficiently effective. The newly appointed headteacher has quickly identified weaknesses and is working to implement positive changes, although it is too early to assess the impact of these efforts. The curriculum is criticized for being poorly planned and not enabling pupils to develop essential communication, reading, writing, and mathematical skills. While the COVID-19 pandemic has affected education, it is not the primary cause of the issues identified.
The curriculum lacks ambition and coverage in certain subjects, with some pupils not completing required programs of study. The teaching of phonics has been ineffective, particularly in early years, leading to many pupils needing to catch up. Recent improvements in the reading environment and staff training in phonics are beginning to show positive results.
Leaders are starting to identify the needs of pupils with special educational needs and disabilities, but the curriculum is not adequately adapted to support these pupils. Attendance remains a concern, with some pupils not attending regularly or arriving on time. Leaders are actively working with families to improve attendance and punctuality.
The personal development curriculum is evolving, with staff finding creative ways to reinforce the school’s values. However, staff do not consistently address minor conflicts among pupils, particularly during playtime. Safeguarding arrangements are effective, with staff trained to recognize signs of distress and take appropriate action.
To improve, the school must ensure that the curriculum is ambitious and well-planned, enabling pupils to acquire the necessary knowledge and skills. Governors need to hold leaders accountable for educational quality, and the curriculum must be adapted to meet the needs of all pupils, particularly those with SEND. Additionally, promoting positive learning behaviors among all pupils is essential for enhancing overall progress. The inspectors strongly recommend that the school refrain from appointing early career teachers until significant improvements are made.
