Bracken Leas Primary School

Highlights from Latest Inspection

Outcome

Bracken Leas Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Paula Harwood. This school is part of The Hawksmoor Learning Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Andrea Curtis, and overseen by a board of trustees, chaired by Karen Falvey.

What is it like to attend this school?

Pupils arrive each day with smiles on their faces and an eagerness to learn. From the early years to Year 6, pupils greet their classmates and staff warmly and get stuck into their learning without del...ay.

Pupils rise to the school's high expectations. They work hard in lessons and are keen to learn new things. Their 'class pledges', which are proudly displayed on classroom doors, show their commitment to doing their very best.

Pupils achieve well across the curriculum.

This is a happy and inclusive school where all pupils are known and valued as individuals. Pupils' good behaviour helps make the school a welcoming and positive place to be.

The school's work to support pupils' social and emotional development is a strength. Pupils particularly enjoy their regular sessions outside in the school's woodland area. They build dens, collect twigs for nests and watch how nature and the environment change as the seasons come and go.

This, together with visits and residentials, helps to support pupils' resilience, teamwork and self-esteem.

In addition to the school's strong academic offer, pupils benefit from an impressive range of opportunities that enrich the curriculum. They are proud to represent the school at different events, including the well-attended sports activities and competitions.

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

The school, with the support of the trust, has worked effectively since the previous inspection to continually develop all aspects of its work. Staff feel very well supported in their roles. The trust ensures that pupils are at the centre of all decision-making and that staff workload is considered carefully.

The school's well-thought-out curriculum is designed in a way that allows pupils to build on what they have learned previously. For example, pupils in Year 6 use their knowledge of place value and number to solve complex problems using fractions, decimals and percentages. Pupils in Year 4 recall what they have been taught about condensation and evaporation as they start to learn about rivers and mountain ranges.

This effective curriculum thinking has its roots in the early years. In Reception, children benefit from engaging and meaningful learning experiences that prepare them well for future learning. For example, as children lie on wheeled boards, they use their arms to pull themselves along the ropes to get from one side of the playground to the other.

This helps to build up their muscles for writing. Daily routines help children to practise their number knowledge. For instance, they use graphs and charts to show how many children are in school each day and to vote for the story they wish to hear.

In lessons, teachers identify and address pupils' misconceptions. Pupils benefit from clear modelling and activities that meet their individual needs. In most subjects, the school has a clear picture of what pupils know and can do as they move through the curriculum.

However, in a few subjects, the school's approaches for checking if pupils have learned and remembered the important subject content are not as well developed.

Pupils really enjoy reading, especially in the school's library and the inviting book corners in their classrooms. As they move through the school, their knowledge of genres and authors deepens.

Reading ambassadors publish regular newsletters for their peers that contain all sorts of interesting book-related updates. The school's phonics programme is delivered consistently well. Staff ensure that pupils learn to read and spell with fluency and accuracy.

Pupils who need extra help to keep up with the programme get the support they need.

The school identifies pupils' needs effectively. Pupils' language and communication needs are well supported, especially in the early years.

Throughout the school, pupils with special educational needs and/or disabilities benefit from well-considered support, which helps them to achieve well.

Pupils' positive attitudes ensure that learning happens with minimal fuss. Pupils who need extra help to manage their feelings are supported by a team of well-trained staff.

When pupils become upset or anxious, staff help them to get back on track. Pupils' attendance is a priority. Families are well supported to ensure that pupils attend school regularly.

Pupils learn in an age-appropriate way about important themes, such as consent. For example, pupils discuss the importance of being able to say 'no' in different situations in order to keep themselves safe. They reflect on themes such as love and kindness following their visit to the gurdwara.

Pupils take on a variety of jobs with pride and determination. Pupils, including house captains, digital leaders and school councillors, enjoy leading assemblies on different themes. Children in the early years do a great job at helping the environment, including when they use their 'recycling centre' to sort out the rubbish.

The school's art, music and sports offer is extensive. The trust makes sure that pupils, especially disadvantaged pupils, benefit from everything the school has to offer.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, the school's approach to assessment is in various stages of development. This sometimes makes it difficult for staff to know how well pupils have learned the intended curriculum content. The school should refine further the use of assessment to ensure that checks on pupils' learning identify whether pupils know and remember the important subject content over time.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.

Also at this postcode