|Name||Brampton Church of England Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||04 July 2013|
|Address||Southwold Road, Beccles, Suffolk, NR34 8DW|
|Religious Character||Church of England|
|Number of Pupils||86 (48% boys 52% girls)|
|Number of Pupils per Teacher||15.6|
|Academy Sponsor||St Edmundsbury And Ipswich Diocesan Multi-Academy Trust|
|Percentage Free School Meals||25.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||15.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Brampton Primary School is much smaller than the average-sized primary school. The school has worked in partnership with nearby Ringsfield Primary for some years. The schools were federated in July 2011. The two schools have separate budgets. They share the same governing body, executive headteacher, special educational needs coordinator and subject leaders. Each school has a head of school to oversee the day-to-day running of the school. The executive headteacher was previously the deputy headteacher at Brampton. Ringsfield was inspected on the same two days as this school. It has a separate inspection report. Both schools have just completed the change from first schools to all-through primary schools. This is the first year that the schools have had Year 6. The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion supported at school action plus or with a statement of special educational needs is much higher than that found nationally. In one year group, more than half the pupils have special educational needs. A higher-than-average proportion of pupils join and leave the school partway through their education. The proportion of pupils known to be eligible for the pupil premium is below average. This extra funding is for looked after children, those known to be eligible for free school meals and pupils with a parent in the armed forces. In the past three years, the school has been through considerable changes, including a building project to accommodate pupils in Years 5 and 6. All teachers are new to the school since the last inspection. One class has a temporary teacher.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress from their starting points. The school’s first group of Year 6 pupils have made outstanding progress in reading and writing and good progress in mathematics. The upward trend in pupils’ achievement by the end of Year 2 has continued. In reading, pupils are about two terms ahead of pupils nationally. Pupils’ behaviour is outstanding. Their spiritual, moral, social and cultural development is outstanding. Pupils of all ages respond extremely well to all the opportunities they have to take on responsibility. They are very positive about learning. The executive headteacher and governors have an accurate picture of the school’s strengths and what needs to improve. The executive headteacher has a precise knowledge of what teachers need to do to improve their practice. Good procedures have ensured improvement and continue to do so. Partnership arrangements between Brampton and Ringsfield have a particularly good impact on pupils’ personal and social development. There are very good opportunities for shared residential visits, trips and special subject days. It is not yet an outstanding school because : Not enough teaching is outstanding. In a few lesson introductions, there is not enough challenge for more-able pupils. A cursive style of handwriting is not taught and practised sufficiently. Consequently, not all the older pupils are able to write legibly and at speed so that they are well prepared for their future education. Although pupils make good progress in mathematics, their progress is not as rapid as in reading and writing. Pupils do not have enough opportunities to apply their good knowledge of how to calculate to solving problems.