Patchway Community School, located in Almondsbury, South Gloucestershire, underwent an inspection on February 15 and 16, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes, and leadership and management also receiving the same rating. However, personal development and sixth-form provision were rated as good.
The inspection revealed that while school leaders have high expectations for all pupils, these expectations are not consistently met through the teaching provided. In mathematics, for instance, pupils demonstrate knowledge of key facts but struggle to apply this knowledge in various contexts. This indicates that teaching does not always facilitate the progress that pupils are capable of achieving. Some pupils expressed feelings of insecurity outside of lessons, although many reported having a trusted adult to turn to for support. Sixth-form students noted improvements in behavior during their time at the school, yet younger pupils voiced concerns about the fairness of the new behavior management approach.
The curriculum is well-planned, with clear learning objectives established by leaders and staff. However, there are gaps in pupils' knowledge due to insufficient checks on their understanding during lessons. This lack of depth in teaching means that some pupils do not connect new learning with prior knowledge effectively. The sixth-form curriculum, in contrast, is well-supported and facilitates good learning outcomes.
The school has made efforts to broaden the key stage three curriculum, particularly in languages, but the number of pupils taking languages at GCSE remains low, which poses a challenge to implementing the English Baccalaureate. Support for pupils with special educational needs is effectively managed, with their needs identified promptly and accurately.
Despite the introduction of a guided reading program aimed at enhancing pupils' reading experiences, many pupils reported a lack of enjoyment in reading, and some entered the school with significant reading difficulties. While the weakest readers receive effective support, not all pupils needing assistance have yet received it, hindering their ability to progress through the curriculum.
Attendance has improved, with pupils attending school more regularly, including those who previously had high absence rates. In lessons, pupils generally exhibit calm and orderly conduct, with minimal disruption to learning. However, behavior outside of lessons is a concern, with some pupils feeling unsafe during transitions between classes.
The curriculum effectively prepares pupils for life in modern Britain, covering essential topics such as online safety and healthy relationships. Pupils receive guidance on careers and further education, with sixth-form students well-supported in planning their future paths. However, key stage four pupils expressed a desire for more information regarding career options and how their subject choices relate to these options.
Trustees and local governors are committed to improving the school, but a good quality of education for all pupils has yet to be secured. The safeguarding arrangements are effective, with well-trained staff who know how to address concerns appropriately. Overall, the school has areas of strength, particularly in personal development and sixth-form provision, but significant improvements are needed in teaching quality, behavior management, and communication with parents to enhance the overall educational experience for pupils.
