Bramham Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The executive headteacher and senior leadership team have established a clear vision for school improvement. Staff have high aspirations for pupils in all areas of school life.

As a result of good-quality professional development and effective support, the quality of teaching is good. Those who are new to the profession are particularly well supported. The decline in the progress made by pupils in reading and mathematics at the end of Year 6 in 2018 has been tackled quickly.

Current pupils are making good progress in these subjects. Staff are skilled in the teaching of phonics. As a result, a higher-than-average proportion of pupils reach...ed the expected standard in the phonics screening check in 2018.

Girls did not make as much progress from their different starting points as boys in reading, writing and mathematics by the end of key stage 1 in 2018. The provision for pupils with special educational needs and/or disabilities (SEND) is planned well. Pupils receive carefully tailored support that enables them to make strong progress.

Pupils feel safe and well cared for in the school's harmonious environment. They are proud of and love coming to the school. Pupils are engaged in their learning and demonstrate exemplary behaviour, in and out of lessons.

Governors are committed and knowledgeable. They support and challenge senior leaders effectively and make a valuable contribution to the ongoing development of the school. The provision for early years is outstanding.

High-quality leadership and teaching create a stimulating learning environment and ensure that children have the best possible start to school life. The curriculum inspires pupils to learn. It promotes their understanding of British values successfully, preparing them well for life in modern Britain.

Teachers do not always plan activities that meet the needs of pupils accurately. At times, work is not challenging enough and progress slows, particularly for the most able pupils. Some teachers do not use questioning well to deepen pupils' understanding in mathematics and to enable pupils to strengthen and apply their reasoning skills.

Some pupils at upper key stage 2 have gaps in their mathematical knowledge.

Information about this school

The school is smaller than the average-sized primary school. The school is federated with Shadwell Primary School, with which it shares an executive headteacher, senior leadership team, governing body and some members of staff.

The large majority of pupils are of White British or Other White background. The proportion of pupils who speak English as an additional language is below average. The proportion of disadvantaged pupils who are known to be eligible for the pupil premium funding is lower than the national average.

The proportion of pupils who have SEND is below that seen nationally. A very small number of these pupils have an education, health and care plan. An increasing number of pupils join classes during the school year.

The school provides full-time places for children in the Reception class. Since the previous inspection, there have been significant changes to the staffing of the school. There are three newly qualified teachers and one teacher is training under the School Direct scheme.