Brent Knoll Church of England Primary School


Name Brent Knoll Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 18 March 2015
Address Brent Street, Brent Knoll, Highbridge, Somerset, TA9 4EQ
Phone Number 01278760546
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 134 (46% boys 54% girls)
Number of Pupils per Teacher 20.7
Academy Sponsor Wessex Learning Trust
Local Authority Somerset
Percentage Free School Meals 11.2%
Percentage English is Not First Language 5.2%

Information about this school

This is a smaller than average-sized primary school with four mixed-aged classes and a Year 6 class. Nearly all pupils are from a White British background. A very small number of pupils are from minority ethnic groups and traveller backgrounds. The proportion of pupils known to be eligible for the pupil premium is much lower than the national average. This is additional government funding for pupils known to be eligible to receive free school meals and those in local authority care. In 2014, very few pupils were eligible to receive the additional funding in Year 2 and Year 6. The proportion of disabled pupils and those who have special educational needs is above the national average. Children in the early years are taught in a mixed Reception and Year 1 class. They attend school full time. The number of pupils on roll has risen steadily since the last inspection. However, there are often more pupils in the younger age groups than in Year 5 and Year 6. This is because a significant proportion of pupils leave at the end of Year 4 to transfer to a local middle school. In the school year ending summer 2013, there were only four pupils in Year 6. There were 12 pupils in the 2013 to 2014 Year 6 cohort. The proportion of pupils who join and leave the school part-way through the year is higher than average. The school met the government’s current floor standards in 2014, which sets the minimum expectations for pupils’ attainment and progress. Since the school’s previous inspection, there have been substantial staff changes. The headteacher and the deputy headteacher, along with two long-term supply teachers and a teaching assistant, have left the school. There has been a restructuring of both the senior leadership team and the governing body. A new headteacher took up his post in April 2014.

Summary of key findings for parents and pupils

This is a good school. The calm and quietly determined leadership of the new headteacher has united the staff and improved teaching and pupils’ achievement. Subject leaders share the determination and drive of senior leaders. They have a clear focus on improving teaching and learning in their subjects and provide effective support for staff. The quality of teaching is good. Teachers have secure subject knowledge. They inspire and motivate pupils with well-planned activities. Pupils’ achievement is improving. A high proportion of pupils are currently making rapid progress and achieving well. Children in the early years do well because adults provide them with good care and support. Pupils’ behaviour and attitudes to learning are good and often exemplary in the older classes. Relationships between staff and pupils are very positive; they ensure that pupils feel safe and secure and love coming to school. The curriculum is well planned and enables pupils to develop and demonstrate skills and attitudes that will allow them to participate fully in life in modern Britain. Governance is strong. Governors are supportive of the school and routinely challenge leaders. As a result, the school is rapidly improving. The school works well with parents. The overwhelming majority of parents are very supportive of the school and are pleased with the education and care their children receive. It is not yet an outstanding school because : Pupils do not do as well in mathematics as they do in reading and writing. This is because : teachers do not always use checks on learning effectively to find and address gaps in pupils’ knowledge. Work set for the most-able pupils does not always challenge them to make rapid progress. Some learning assistants do not support pupils’ learning effectively in lessons.