Barton Hill Academy, located in Bristol, has undergone an inspection on April 16 and 17, 2024, which resulted in an overall effectiveness rating of Requires Improvement. The school is led by headteacher Matthew Poulson and is part of the Venturers Trust, overseen by interim chief executive officer David Moran and a board of trustees chaired by Gail Bragg. The inspection highlighted several key areas regarding the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision.
The school has made strides in developing its curriculum to better meet the needs of its pupils, but it is still in the early stages of implementation. While there have been improvements, the curriculum does not yet fully support all pupils in building their knowledge effectively. Pupils enjoy attending school and embrace the values of hard work, kindness, and courage. They take pride in adhering to the school's high expectations, which are encapsulated in the Barton Hill Way.
In the early years, children are provided with a positive start, quickly learning routines and demonstrating good behavior. The curriculum for younger children is well-tailored to their needs, promoting independence through activities that encourage them to choose, use, and put away resources. This approach fosters a sense of responsibility from an early age.
Pupils at Barton Hill Academy are noted for their politeness and respect towards one another. Staff members cultivate trusting and caring relationships with students, contributing to a happy and valued atmosphere. Pupils are educated on how to keep themselves safe both in the community and online.
The school is on a journey of improvement, having established a positive relationship with the community. There is a shared vision for success among all stakeholders, emphasizing that all children, regardless of background, should thrive. The curriculum is designed to identify essential knowledge for pupils, and recent improvements have led to better progress for current students. However, last year's published outcomes were low and do not reflect the current progress being made, particularly in early reading and phonics.
Despite the positive developments, the curriculum is still in the early stages of its evolution, and the school acknowledges the need for further embedding. Notably, the needs of all pupils, especially those with special educational needs and disabilities, are not being fully met. This gap in support can hinder pupils' ability to remember important knowledge and recall prior learning. The school recognizes the importance of adapting learning to address these gaps, ensuring that all pupils can progress effectively through the curriculum.
Reading is a high priority at Barton Hill Academy, with a focus on developing pupils' reading skills from an early age. The school has implemented a new reading scheme that aligns well with pupils' abilities, and staff are equipped to deliver phonics instruction effectively. As pupils advance, they are introduced to more complex texts, fostering a passion for reading and enhancing their understanding of diversity and global issues.
Behavioral expectations are high, resulting in a calm and purposeful atmosphere throughout the school. Pupils demonstrate positive attitudes towards learning and engage respectfully with one another during social times. The personal development program prepares pupils for life in modern Britain, emphasizing equality and respect for all individuals. Older pupils take on leadership roles, recognizing the importance of being good role models for their younger peers.
The school actively involves parents and the local community, offering a variety of clubs and enrichment opportunities. Parents express positive feedback regarding the school's transformation under new leadership, highlighting its significance within the community.
The safeguarding arrangements at Barton Hill Academy are effective, ensuring the safety and well-being of all pupils. However, the school must focus on improving the consistency of curriculum implementation across subjects and classes. This will help pupils build their knowledge more effectively and address the learning gaps, particularly for those with special educational needs. The trust is encouraged to ensure that learning is adapted to meet the diverse needs of all pupils, enabling them to progress optimally through the curriculum.
Overall, while Barton Hill Academy has made commendable progress, there are still areas that require attention to ensure that all pupils receive the quality of education they deserve.
