|Name||Brockton CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 December 2011|
|Address||Brockton, Much Wenlock, Shropshire, TF13 6JR|
|Religious Character||Church of England|
|Number of Pupils||67 (55% boys 45% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||1.5%|
|Percentage English is Not First Language||4.5%|
|Pupils with SEN Support||3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Brockton is a much smaller than average-sized primary school. All pupils are from White British backgrounds. The proportion of pupils with special educational needs and/or disabilities is below average, the largest group having dyslexia. There are no pupils known to be eligible for free school meals. The proportion of pupils joining and leaving the school at times other than the usual is above that seen nationally. The school has three mixed-age classes. The present headteacher took up post just over a year ago. The school provides breakfast and after-school clubs, which were included in the inspection. There is a privately run pre-school nursery on site on one morning a week, which is subject to a separate inspection. The school has Safer School accreditation and Healthy Schools status.
Brockton Church of England Primary is a good school. It has much strength; the staff have excellent knowledge of the personalities and needs of all pupils, and provide excellent care and welfare for them. The school is led by a decisive and ambitious headteacher who is driven by the need for continuous improvement and development of innovative ideas for the school’s provision for its pupils. She is supported by a willing and enthusiastic team of teachers and staff and a ‘hands-on’ and challenging governing body. The school’s progress is accelerating after some inconsistencies in the past especially in the attainment and achievement of some pupils. There is now clear evidence of consistently above-average attainment in writing, reading and mathematics throughout all year groups. This applies to all pupils including particularly those who are more able where there has been underachievement in the past. Pupils with special educational needs and/or disabilities make similarly good progress in their learning and personal development. Pupils’ behaviour is exemplary and this is frequently noted by the general public. They show great enjoyment of school, have good attendance, and excellent attitudes to learning. They are fully involved in taking responsibilities and initiatives in school, and play an active part in the local community. They have an excellent understanding of how to keep healthy, which is strongly encouraged by the wide range of outdoor activities and sports provided by the school. Pupils are unanimous in saying that they are kept safe, and act safely in school. Parents and carers confirm this, engage very positively with the school, and strongly support school events and their children’s learning. Typical of the many positive comments made by parents is: ‘This is a wonderful school with a friendly atmosphere where parent involvement is encouraged which gives a great sense of community, and teachers and the headteacher are approachable and open’. Teaching is consistently good because teachers have raised their expectations of what pupils can achieve, and more challenging but realistic targets are being set so that improved attainment is maintained. Teachers encourage independence and self-reliance even in the youngest pupils, and provide stimulating and exciting activities often based upon the environment around the school. However although the provision for literacy, numeracy and information and communication (ICT) across the curriculum is good, the excellent new resources for ICT in particular are not used consistently to benefit pupils’ learning. Teachers offer good advice to pupils through their marking and verbal comments. However this is not always followed up sufficiently effectively and some pupils remain uncertain as to how they are doing and what they have to improve. The school’s evaluation of its performance is realistic and accurate, and based upon a wide range of detailed evidence of solid progress. Members of the governing body play a full and active part in the evaluation of the school and have taken difficult decisions in the past; they are constantly involved in analysing the best ways forward for the school’s future. The success of school planning and recent improvements indicate a good capacity for future sustained improvement.