Berry Brow Infant and Nursery Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high ambitions for what they want pupils to achieve. Leaders have made changes to the curriculum. This includes identifying the important things they want pupils to learn and how pupils' knowledge should build on previous learning.

However, teaching does not reflect leaders' ambitions. Some lessons are not effective in supporting pupils' development. At times, adults model learning incorrectly.

As a result, pupils do not learn as much as they could.

Pupils get the opportunity to go on trips, including to the seaside. Leaders have arranged visitors to the school, such as the Iman from a local mosque.

This helps pupils to learn more about ...the world in which they live.

Behaviour in school is not consistently good. Some pupils do not have a positive attitude towards their learning.

At times, pupils misbehave in lessons. This can disrupt other pupils and prevent them from being able to focus and concentrate. When adults address this, the approach that they take is not always effective.

As a result, some pupils are not able to concentrate on their learning.

Pupils feel safe in school. Bullying is rare.

Pupils say that if they had any concerns or worries, they would tell a teacher. Pupils say that adults would take what they say seriously.

What does the school do well and what does it need to do better?

Leaders have prioritised reading.

Pupils read books that are well matched to their reading knowledge. This helps them to develop fluency and confidence in reading. Adults have received training to support them to teach pupils to read.

However, some staff still do not have a good understanding of how to teach early reading. In some lessons, adults make mistakes when modelling the sounds that pupils are learning. This means that some pupils do not learn to read as quickly as they could.

Pupils take part in catch-up sessions if they begin to fall behind in reading. However, some pupils' poor behaviour limits how successful these sessions are.

Leaders have strengthened the curriculum for many subjects.

However, they do not check that improved curriculums are well taught. Leaders have not identified that in some lessons, teaching is inconsistent. What is taught is not always in line with what leaders want pupils to learn.

As a result of the weaknesses in the way the curriculums are taught, pupils do not build their knowledge over time as well as they could.

In some lessons, pupils with special educational needs and/or disabilities (SEND) are not given work in line with what they need to learn next. As a result, these pupils do not achieve as well as they could.

Teachers check to make sure that pupils have remembered what they have been taught in some subjects effectively. However, this is not consistent for all subjects.As a result, some subject leaders do not know if pupils are learning the knowledge identified in each curriculum.

Because of this, leaders do not recognise where there are weaknesses in the delivery of the curriculum.

Leaders have clear aspirations for what pupils will learn in the early years. The early years curriculum is carefully considered.

This is realised through carefully constructed and successful learning areas. Children use these opportunities to practice and develop their understanding. This supports children in their next steps in learning.

This prepares children well for Year 1.

While pupils experience some trips and visitors, the wider personal development offer does not prepare pupils well for life in modern Britain. The school does not offer any opportunities to develop pupils' talents and interests.

Pupils say that they would like there to be clubs they can go to.

There is a positive approach to behaviour management. Staff record any incidents of poor behaviour.

However, leaders do not monitor behaviour incidents. They are not clear about the behaviour across the school. As a result, leaders are not able to support staff in improving behaviour.

Staff say that leaders are mindful of their workload. They say that they can go to leaders if they have any questions or concerns. They say leaders consider their well-being.

There have been changes to the governing body. It has the skills and systems in place to support the school to improve. It has been proactive in ensuring that leaders access external support and development.

This includes engaging with the local authority and a local multi-academy trust.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff receive appropriate training so that they can identify any safeguarding concerns.

Staff raise any concerns about pupils' safety swiftly. Leaders take timely action. They provide support for families and pupils when necessary.

Governors effectively discharge their responsibilities relating to safeguarding. They challenge and support leaders to maintain and improve what the school is doing to safeguard pupils. Pupils learn how to use the internet safely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not check the implementation of the curriculum carefully enough. They have not identified that some teaching does not effectively help pupils learn and remember the knowledge identified in the curriculum. Leaders should ensure that systems to check the quality of education enable them to evaluate the implementation of the curriculum effectively.

• The process of checking what pupils know and remember in foundation subjects is not as effective as it could be. As a result, leaders are not able to identify the impact of recent changes to the curriculum. Leaders should ensure that assessment clearly aligns with what pupils are taught so that leaders can evaluate impact and make any changes needed to improve the curriculum.

• Leaders do not provide any extra-curricular clubs. As a result, pupils do not have opportunities to explore their talents or interests beyond the classroom. Leaders should make sure that pupils access a range of clubs so that they can explore or develop their interests and talents.

• Some pupils do not behave well. As a result, learning can be disrupted. Leaders should make sure that the approach adults use to address and improve behaviour is consistent and effective.

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