Bramfield Church of England Primary School

Highlights from Latest Inspection

Outcome

Bramfield Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

The executive headteacher of this school is Steven Jeal. This school is part of St Edmundsbury and Ipswich Diocesan Multi-Academy 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), Tracey Caffull, and overseen by a board of trustees, chaired by Andrew Blit. The executive headteacher is responsible for this school and two others.

What is it like to attend this school?

This school is warm and welcoming, with a calm and respectful environment that... promotes learning and kindness.

Pupils follow clear routines in lessons and assemblies, which help them to stay focused and motivated. Leadership opportunities, such as being sports leaders or part of the ethos committee, empower pupils to take responsibility and contribute meaningfully to their school.

The school has high expectations.

Pupils approach learning with enthusiasm and curiosity and generally achieve well. Staff ensure pupils are well supported. Pupils are confident about their learning and enjoy many subjects, including science and art.

They talk enthusiastically about creating art and enjoy building structures in early years. Pupils particularly enjoy reading with their peers and have access to a wide range of books, many of which were bought by parents and carers as gifts to the school.

Behaviour is exemplary, supported by consistent routines and a culture of mutual respect.

Pupils play well together and older pupils are positive role models for younger pupils.

Pupils benefit from many extra-curricular activities. These include gardening and art exhibitions, which inspire creativity and enhance their curriculum knowledge.

Visits to places such as Norwich Cathedral and a local mosque are starting to broaden pupils' cultural awareness, giving them a greater opportunity to embrace diversity.

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

The school's curriculum is ambitious and builds on what pupils already know and have learned before. It aims to 'lock in learning' through creative and collaborative projects and opportunities to consolidate pupils' knowledge.

Curriculum plans are being reviewed to ensure that pupils are always appropriately challenged. In most subjects, teachers deliver lessons that are clear and well-designed. Teachers know their subject knowledge well.

Pupils enjoy working together, for example when solving problems in practical science and mathematics work. Teachers check how well pupils understand and give extra help to those who need it. While curriculum expectations for writing are planned, there are inconsistencies in expectations of pupils' work, particularly in terms of age-appropriate accuracy and presentation.

Pupils do not get enough chances to practise and use their writing skills in all subjects across the curriculum to demonstrate fully what they know and remember accurately.

Pupils love reading because the school has made learning to read a priority. From the early years, pupils quickly start to read using phonics accurately.

Pupils read with confidence and expression. Books are well matched to reading levels, boosting confidence and improving how well pupils learn to read. Older pupils are motivated by the books they read.

Any pupil who falls behind receives immediate support, which helps them catch up.

Pupils with special educational needs and/or disabilities (SEND) benefit from targeted support and are fully included in day-to-day school life. Staff identify pupils who might need additional support.

They understand each pupil's individual needs very well. Staff expertise, along with external guidance, ensure well-planned strategies that support pupils with SEND to achieve well. Leaders continuously review support for pupils with SEND, ensuring it helps pupils achieve successfully.

Pupils behave well. They follow the school's clear routines and consistent policies. Pupils are proud of the way they respect and support each other.

Incidents of poor behaviour are rare. When they occur, effective support guides pupils well. Attendance rates are high and have improved due to clear policies and high expectations.

Pupils enjoy leadership opportunities and are developing as active citizens through roles such as road safety officers and digital leaders. While pupils show a strong understanding of equality and diversity, their deeper knowledge of British values and life beyond the local community is limited. The school are beginning to address this through curriculum enrichment, such as visits to other areas of the country.

Governors and the trust monitor the school effectively, supporting curriculum improvements and teacher development. Leaders encourage staff well-being by reducing workload, promoting teamwork and offering support for mental health and self-care. Staff are proud to work at the school.

Parents are overwhelmingly supportive of the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's expectations of pupils' writing throughout the curriculum is not realised across all year groups.

As a result of this, some pupils are not given enough opportunity to develop and apply key skills in writing, such as spelling, punctuation and handwriting. This means there are instances where pupils are not able to demonstrate accurately and effectively what they have learned through their writing. The school should ensure expectations are applied consistently to support pupils to improve their writing skills, so they are able to demonstrate what they know in their writing effectively.

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 June 2019.

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