Willow Park Church of England Primary School in Bristol underwent an inspection on March 5 and 6, 2024, and received 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 were rated inadequate, and early years provision was also found to be inadequate. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
The inspection revealed that pupils do not experience a well-designed curriculum that meets their needs, particularly for those who speak English as an additional language. Consequently, there are significant gaps in learning across all key stages, and pupils do not achieve well. The expectations for pupil achievement are considered too low. Although pupils feel cared for and safe, their attitudes towards learning are not consistently positive due to the lack of ambition in the curriculum. This leads to disengagement and distraction during lessons.
Pupils are involved in the school’s vision and enjoy participating in the school council and worship committee. However, opportunities for broader experiences, such as trips and extracurricular activities, are limited. The school demonstrates a strong understanding of its community and is committed to supporting families, particularly those who arrive mid-year. A group for new arrivals is in place to assist with transitions, and the school collaborates with local partners to understand individual family needs.
The school has not effectively identified areas of the curriculum that require development. There is a lack of clarity regarding the essential knowledge pupils should acquire, leading to difficulties in retaining key historical information. Staff do not adequately assess pupils' knowledge and skills, resulting in misconceptions that are not addressed. Despite a focus on reading, pupils struggle with fluency and confidence, and the phonics program is not consistently effective in developing reading skills.
Recent developments in mathematics have not been uniformly implemented, leading to inconsistencies in the use of mathematical vocabulary, which hampers understanding for pupils who struggle with language. While pastoral support is in place to help pupils feel safe, the curriculum is not sufficiently adapted for those who speak English as an additional language, limiting their language development and overall learning.
Pupils with special educational needs and disabilities receive timely support, but their progress is not rapid enough to build on prior knowledge. The personal, social, health, and economic curriculum outlines necessary learning, but pupils' understanding of fundamental British values is limited, leaving them unprepared for life in modern Britain. Governors recognize the need for improvement and have sought external advice, but this has not yet significantly impacted pupil outcomes.
The safeguarding arrangements at the school are effective. However, the curriculum is poorly designed, and pupils do not build knowledge and skills over time. The school must ensure that the curriculum identifies essential knowledge and skills across all subjects. There is a pressing need for a systematic approach to assessment to identify gaps in understanding and provide necessary support. Urgent action is required to address systemic weaknesses to ensure that pupils receive the quality of education they deserve. The school is not permitted to appoint early career teachers before the next monitoring inspection.
