Henbury Court Primary Academy, located in Bristol, has undergone an inspection that highlights both strengths and areas for improvement. The headteacher, Jake Howarth-Brown, leads the school, which is part of the Trust in Learning Academies. The inspection took place on October 1 and 8, 2024, and the findings indicate that the quality of education requires improvement, while behavior and attitudes, as well as personal development, are rated as good. Leadership and management also require improvement, although early years provision is considered good.
Pupils express pride in their school, which fosters a caring and welcoming environment. They demonstrate the school's values of confidence, playfulness, respect, and teamwork. The school has established positive relationships among pupils and staff, ensuring that students feel comfortable sharing their concerns. However, the curriculum has not consistently equipped pupils with the necessary knowledge for success in secondary education. Many students leave the school unprepared for the challenges ahead. The school has recognized this issue and is making significant changes to enhance the curriculum, although some of these changes are still in the early stages and have yet to fully impact learning, particularly in upper key stage two.
The school has implemented well-defined routines and high expectations for behavior, starting from the early years. Children adapt quickly, guided by the school's 'golden rules' that encourage positive choices. Respect and tolerance are emphasized, with pupils taking pride in their diverse cultural backgrounds. Special events, such as Iftar during Ramadan and cultural weeks, contribute to a sense of belonging among students.
Despite the positive aspects, several factors have hindered pupils' learning over time, including the COVID-19 pandemic and low attendance rates. Published outcomes reveal that not enough pupils leave Year 6 with adequate reading, writing, and mathematics skills. The school is actively working to address these challenges with support from the trust. Curriculum development is a priority, and a more ambitious curriculum has been introduced, outlining essential knowledge and the sequence of teaching. Pupils are beginning to make connections across subjects, although some staff do not implement the curriculum effectively, limiting the depth of knowledge acquired.
The legacy of a weak curriculum persists for some pupils, particularly in upper key stage two, where challenges in spelling, grammar, and problem-solving are evident. The school is focused on addressing these gaps, especially for those needing support in reading fluency. Assessment practices are not consistently effective, leading to unaddressed gaps in knowledge. However, the early years show promise, with a structured phonics program in place that helps children develop a love for reading.
The school has raised attendance expectations and collaborates with families to improve attendance rates. Support is provided for pupils struggling with behavior, helping them manage their emotions and learn alongside peers. The school offers a range of extracurricular experiences to prepare pupils for modern life, including visits to significant locations and activities that foster cultural interests.
Leadership is committed to the well-being of both pupils and staff, fostering a culture of teamwork. Staff appreciate the consideration given to their workload, and the trust actively engages with school leaders to ensure ongoing improvement in educational quality. Safeguarding arrangements are effective, ensuring a safe environment for all students. The school is encouraged to continue addressing the legacy of underachievement and to enhance assessment practices to better support pupil learning.
