Winford Church of England Primary School in Bristol underwent an ungraded inspection on June 7 and 8, 2023. The overall judgement remains good, but inspectors noted that the school might not achieve the same rating if a graded inspection were conducted now. Pupils express enjoyment in attending the school, describing it as a supportive community where they feel safe and valued. They appreciate the school’s values, which promote kindness, respect, and hard work. However, there are concerns regarding the depth of knowledge retention in some subjects, which affects their overall understanding.
Leaders at the school maintain high expectations for pupil behavior, and routines are well established, starting from the early years. Positive relationships between staff and pupils contribute to a safe environment where pupils feel comfortable sharing their concerns. The school offers a variety of extracurricular activities, including sports and clubs, which pupils find enriching and fulfilling. They also take pride in roles such as school council members, which foster a sense of responsibility.
The school demonstrates a clear vision for the achievement of all pupils, including those with special educational needs and disabilities. With support from the trust, leaders have structured the curriculum to clarify what pupils need to learn and when. Staff receive training to enhance their teaching practices, particularly in reading. Despite these efforts, some areas of the curriculum still require improvement, particularly in ensuring that pupils build a secure knowledge base over time.
Reading is prioritized, and pupils engage with a diverse range of texts, enhancing their accuracy and fluency. Phonics instruction begins early, and staff are well-trained to support this learning. The mathematics curriculum is also well-structured, allowing pupils to develop their skills progressively. However, in subjects like history, pupils struggle to connect concepts, indicating gaps in their understanding. The assessment systems in place are not effectively identifying these gaps, which hampers progress.
Leaders are aware of the needs of pupils with special educational needs and have implemented systems to support staff in addressing these needs. However, some staff members are still adapting to these changes, and not all teaching is sufficiently tailored to support these pupils effectively. Consequently, some students with special educational needs do not achieve their full potential.
Pupils exhibit positive attitudes towards learning, and this is evident from the early years. They are eager to participate and collaborate with peers, contributing to a calm and productive classroom environment. Leaders also focus on personal development, ensuring pupils understand fundamental British values and the importance of diversity. Initiatives such as fundraising and peer mediation help pupils develop their character and sense of community.
Trustees and local governors have a clear understanding of the school’s strengths and areas for improvement, providing appropriate support and challenge to school leaders. Staff appreciate the training and consideration for their workload and well-being. While most parents are satisfied with their children’s progress and happiness at school, some express concerns about communication and support for pupils with special educational needs.
The safeguarding arrangements at the school are effective, with a strong culture of safety and regular training for staff. Pupils are educated on staying safe both in real life and online, understanding the importance of consent and privacy. Moving forward, the school needs to enhance its assessment practices in the wider curriculum and ensure that teaching is consistently adapted to meet the needs of all pupils, particularly those with special educational needs. Engaging with parents to build confidence in the school’s support systems is also essential for fostering a positive community.
