A primary school in Bristol was praised by Ofsted as the personal development of pupils was described as ‘outstanding’. Cathedral Primary School, located at College Square, was widely praised by inspectors during their visit on October 15 and 16.
The school has 420 pupils on its roll and is part of the Cathedral Schools Trust. The Ofsted report revealed that it was rated as ‘good’ in four of five key judgments, with personal development being given an ‘outstanding’ rating.
The school’s vision, ‘many voices, one harmony’, is a “golden thread” that runs throughout. The primary expects all pupils to achieve highly and pupils rise to this, flourishing due to respectful and warm relationships with staff. Pupils are happy and feel safe, inspectors found.
The wider offer for pupils is ‘exceptional’, from the reception year. Pupil passports outline the broad experiences the school provides, which includes performing in a cathedral and learning British Sign Language. Inspectors found Cathedral Primary School teaches pupils to use their voice to make a difference, one example being pupils holding a peaceful protest to raise awareness of climate change.
Pupils conduct themselves well, young children understand expectations and routines whilst older pupils move from inside the school to playgrounds in an orderly fashion. Pupils of all ages play well together, as a result, lunchtimes are ‘harmonious and enjoyable for all’.
The report said: “The school has designed an ambitious curriculum for all pupils which sets out the knowledge and skills pupils need to learn. The training teachers receive from the trust and school supports them to be confident and accurate in the subject content they teach. Teachers skilfully support pupils to build their knowledge well and retain this in their longterm memory.
“In most lessons, teachers check on how well pupils are learning. They adapt the curriculum so that pupils with special educational needs and/or disabilities (SEND) learn as well as their peers. However, in a few curriculum subjects, teachers’ checks on how well pupils learn the curriculum are not always effective, consequently, some pupils have gaps in their knowledge in those subjects.”
Reading ‘underpins the school’s curriculum’, when pupils join the school they immediately learn to read. Pupils who fall behind are quickly identified and given support to keep up. Staff carefully match reading books to different stages of reading skill, enabling pupils to build their confidence.
The school has ‘explicitly’ identified subject-specific vocabulary it wants pupils to know, which means pupils can use this vocabulary to talk about their learning. Adults encourage pupils to challenge and build on each other’s ideas, which means pupils are well prepared for the next stage of education.
The report said: “The school is a calm place to learn and most pupils behave well and live up to the expectations adults set for them. Lessons are purposeful and most pupils focus on their learning. Pupils attend well and the school swiftly addresses any small decline in attendance.
“The school has explicitly designed the curriculum beyond the academic, pupils talk knowledgeably about fundamental British values and make links with their learning and can explain how these values shape society. All pupils benefit from the opportunities the school provides to develop talents and interests.
“Pupils are encouraged to be ‘changemakers’ through the roles and responsibilities the school provides. Play leaders and eco-council representatives make decisions that bring about positive change. All of this helps to develop pupils’ character.”
The trust has a “secure oversight” of the school. Ofsted praised the governors and trustees of having an accurate understanding of the strengths of the school. Staff are supported well to manage their workload and well-being.
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