A primary school in the north of Bristol has received a ‘Good’ grading from Ofsted stemming from an inspection in July. St Werburgh’s Primary School, on James Street, was given a ‘Good’ rating in its first inspection since converting into an academy in 2021.
The primary school, which has 387 pupils on the school roll, is part of the Cathedral Schools Trust. Inspectors described the school as “diverse and inclusive” and praised the school for the personal development of pupils and their behaviour and attitudes.
In the behaviour and attitudes, and personal development categories, St Werburgh’s Primary was rated as ‘Outstanding’. However, as the quality of education, leadership and management, and early years provision was rated as ‘Good’, the overall rating was judged to be ‘Good’.
Inspectors noted that the school values of ‘kindness, curiosity and commitment’ is evident in the way pupils interact with one another and with teachers. The school puts pupils at the heart of the school.
The report said: “Pupils feel safe and enjoy coming to school. Pupils have extremely positive attitudes to their learning. Pupils are proud of their school.
“Pupils are polite and considerate towards others and they live up to adults’ high expectations of behaviour. They understand the importance of being ‘respectful, responsible and safe’. The school is a calm and purposeful place to learn.”
The school places a high importance on the personal development of pupils, and as a result, parents are “overwhelmingly positive” about the education and opportunities given to pupils by the school. One parent told inspectors: “The school goes beyond teaching the bare bones of the curriculum and helps my child thrive as an individual and grow important skills for life.”
St Werburgh’s Primary is ambitious towards all pupils, providing experiences to develop pupils into lifelong learners. The school community incorporates a culture of teamwork and respect. Staff told inspectors that they appreciate opportunities given to support their own development by the leadership team.
The curriculum at the school prioritises reading and is central to the education at the school. The report said: “High-quality texts support pupils’ enjoyment of reading, and reading is lived and breathed at the school. There is a sharp focus on ensuring all children learn to read, the structured and consistent approach to the teaching of phonics helps children become confident and resilient readers.”
The books which pupils read match the sounds which they are learning at the time. Pupils understand the importance of being able to read and reading well.
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The curriculum is described as “well-sequenced” that maps out the content and knowledge that pupils are expected to know and remember. However, for disadvantaged pupils (which Ofsted categorises as those with special educational needs and/or disabilities [SEND], children in need of help and protection, receiving statutory local authority support and those receiving pupils premium funding such as free school meals), gaps in maths and writing remain as strategies identifying gaps in learning are at an early stage of implementation.
The school is able to tailor learning to meet the needs of pupils with SEND, including the use of colour coding in music, and ensures that support is put into place swiftly. The behaviour of pupils is “excellent”, as a result pupils are ready to learn.
The report said: “Pupils’ personal development is a high priority within the school’s curriculum and beyond. The school provides opportunities to enable pupils to think about their future.
“Pupils receive a wealth of wider enrichment opportunities identified through the ‘Passport of Experience’. They know how to be a good friend and have detailed knowledge about discrimination. Explicit and sensitive teaching through the curriculum and assemblies supports all pupils in being secure and confident in their understanding of difference.
“Pupils study a range of religions and have many opportunities to visit places of worship. Within the diversity of the school, pupils systematically reflect on their own and the beliefs of others with care and respect.
“Governors and trust leaders share the same ambition as the rest of the school community. They support the school through relevant challenges to build on the school’s current successes. Decisions taken are made in the best interest of pupils.”
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