Brackenhill Primary School

Highlights from Latest Inspection

Outcome

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

What is it like to attend this school?

The school works with pupils and families to achieve success for everyone. The school has created a learning environment where all pupils flourish.

There is a culture of high expectation which is evident in pupils' work and their positive attitudes to learning. Pupils with special educational needs and/or disabilities (SEND) achieve well alongside their peers. Achievement is high across a range of subjects.

In early years, children develop the strong foundations they need for future learning. They are well prepared fo...r Year 1. Pupils leave the school with the knowledge and skills they will need for secondary education.

Relationships between adults and pupils are very strong. Adults are excellent role models. Pupils are well behaved.

They listen to their teachers in lessons and move around the school in a calm and orderly manner. They play happily together at social times.

Pupils feel safe in school.

They know who to talk to if they have any concerns and value the ways that staff help them. Pupils have access to wide-ranging pastoral support. One parent reflected the views of many when they stated, 'this is a fantastic school and a great supportive environment for my children'.

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

The school has designed a curriculum which sets out what pupils should learn step by step from the early years through to Year 6. The curriculum ensures that pupils have lots of opportunities to revisit what they have learned and build on what they already know. For example, in geography, pupils in Year 5 use their knowledge about the physical features of a landscape to discuss how these have impacted on the way people live in Hong Kong.

Pupils in Year 6 applied their knowledge of equivalent fractions when subtracting fractions with different denominators. In some subjects, teachers do not routinely check whether pupils have secured new learning. The school has recently introduced training for teachers to help them find the best ways to check what pupils know and can do.

This work is new and not currently consistent across all subjects.

Reading is a priority in this school. Children learn to read as soon as they start in Reception.

The phonics programme is led well. Staff have all received training to ensure they teach phonics consistently. They provide extra help for pupils who fall behind so that they can catch up with their peers.

Pupils who speak English as an additional language are also provided with intensive support. There are attractive reading areas in classrooms and the school encourages pupils to read often. Pupils have very positive attitudes towards reading, and speak with enthusiasm about their favourite authors.

The school is quick to identify the needs of pupils with SEND. To remove barriers to learning, these pupils have access to adapted resources and additional support. Pupils with SEND thrive at Brackenhill and the school encourages them to become independent in their learning.

Children in the early years make a very positive start to school. Adults are very caring and help them develop their communication and language skills. There is a real buzz of excitement as children learn.

Children were totally focused when counting how many bricks were in a tower which was the same height as themselves. They enjoy performing nursery rhymes while standing on the outdoor stage. The school works closely with parents and carers.

It organises a range of workshops which helps parents to support their children's learning at home.

Pupils learn how to keep themselves safe in a range of situations outside of school, including when online. The school provides many opportunities for pupils to develop leadership skills and to become active citizens.

Pupils know they can make a difference in school, the local community and in the wider world. Pupils are very respectful and tolerant of others. They value and understand everyone's differences.

One pupil stated, 'we welcome everybody because no one should feel left out'. Pupils can access a range of clubs. At times, the school does not do all it can to ensure that all pupils benefit from these opportunities.

The school continually emphasises the importance of regular attendance. It identifies quickly any pupils who are at risk of poor attendance and provides effective support. Over time, this has led to improvements in pupils' rates of attendance.

Through prioritising pupils' education and well-being, leaders have sustained the school's performance. The governing body knows the school well. Governors have the expertise needed to hold leaders to account.

Staff benefit from training and careful consideration of their workload. They support each other and work very well as a team.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not check what pupils know and can do with enough rigour. As a result, some pupils have gaps in their knowledge or misconceptions that teachers do not pick up on and address. The school should ensure that teachers know the best ways to systematically check that pupils have secured their learning before moving on.

• The school does not ensure that all pupils, including the most disadvantaged, have access to the range of extra-curricular activities it offers. This means that some groups of pupils miss out on opportunities to further develop their talents and interest. The school needs to ensure that all pupils are able to get the most from the school's extra-curricular offer.

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 July 2019.

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