Brampford Speke Church of England Primary School

Highlights from Latest Inspection

Outcome

Brampford Speke Church of England Primary School continues to be a good school.

What is it like to attend this school? '

Small but mighty' is how one pupil described Brampford Speke School. Other pupils agree that, despite the school being small in size, it has a great deal to offer them.

Leaders develop pupils' learning through a rich range of opportunities and experiences. Pupils talk with pride about their participation and success in local sports events. They also value the links with the local area and the focus on their wider development.

As a result, pupils increase their confidence and resilience.

Pupils talk positively about how they support each other acr...oss the age ranges. Older pupils know the importance of being role models for the younger children.

They know the difference this makes to how well new pupils settle into school. They take on this role willingly, along with other responsibilities such as librarians and school council representatives.

Pupils are polite, respectful and welcoming.

Classrooms are calm and productive. Pupils say that learning is rarely disturbed by poor behaviour. Pupils enjoy the wide range of subjects on offer.

Bullying rarely happens. Pupils trust staff to support them if they have any worries. Parents comment on the nurturing approach that leaders provide.

They appreciate the dedication of staff to their child's learning.

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

Leaders have designed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). The curriculum design for all subjects starts in early years.

In Reception, adults design interactions and learning activities effectively. This builds on how children develop in Nursery. Adults encourage children to problem-solve and think creatively as they learn about the world around them.

This prepares children well for their learning in key stage 1 and beyond.

In most subjects, leaders have carefully considered the sequence of learning. Consequently, pupils build knowledge successfully from the early years onwards.

Teachers make full use of the local area to support pupils' learning. Pupils enjoy the practical elements of subjects like geography and science. Leaders have identified the important knowledge, or 'golden threads', in these subjects.

Pupils know this helps them to remember more of what they learn. However, leaders are aware that, in some other subjects, the curriculum is not embedded as well. As a result, pupils do not learn as successfully.

Pupils use accurate vocabulary when they talk about their learning in subjects such as mathematics, geography, reading and science. They are reflective learners. Pupils feel comfortable among their peers to share that, at times, learning can be tricky.

However, they say teachers support them well. Leaders ensure teachers are aware of the adaptations required for pupils with SEND. These pupils learn well because teachers make these adaptations effectively.

Leaders know the importance of learning to read for how well pupils learn across the curriculum. As a result, they have made reading a whole-school priority. Leaders have recently improved the early reading curriculum.

Children learn phonics right from the start in Reception. They use this knowledge successfully to read books matched to their ability. Teachers closely check pupils' progress.

Consequently, pupils who struggle to read receive timely support to catch up quickly. Pupils across the school love to read. They read regularly.

Pupils develop well from the firm foundations started in early years.

The mathematics curriculum is well thought out. It is sequenced effectively to meet the complexities of mixed-age classes.

Children in early years develop their knowledge of early mathematics successfully. They deepen their understanding of number and increase their mathematics vocabulary through well-planned activities. This ensures that they are ready for Year 1.

For older pupils, teachers skilfully build on what pupils already know and understand.

Pupils are respectful towards others. There are strong relationships between staff and pupils.

Leaders promote an ethos of mutual respect. Pupils show positive attitudes to their learning. They respond well to the expectations staff have of them.

However, leaders' high expectations of pupils are not consistently applied by all staff. For some pupils, there is variability in aspects such as how the school ethos is developed, the way in which learning is recorded and the quality of resources and equipment used. As a result, some pupils experience inconsistencies that impact on the ambitious aims leaders have for them.

Leaders work collaboratively across the federation. This helps them to overcome some of the potential issues of being a small school. Staff appreciate leaders' consideration for their well-being and workload.

They regard leaders to be approachable and supportive.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe.

There is a strong culture of safeguarding. Leaders provide regular and relevant safeguarding training for all staff. Leaders know the importance of learning from safeguarding concerns that are reported.

Staff know pupils well. Leaders work closely with other agencies so that pupils and their families get the support they need.

Pupils learn about personal safety and how to keep safe online as part of the curriculum.

They enjoy the way in which this learning gives them opportunities to debate the difference choices presented to them.

Leaders ensure that they complete the appropriate checks for new members of staff. Induction processes are robust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' recent work to develop the curriculum has not yet been fully implemented across subject areas in the wider curriculum. As a result, in some subjects, pupils do not learn as well as they could. Leaders need to ensure that the curriculum in all subjects is fully embedded so that pupils know and remember more over time.

• Leaders' ambition for the education of all pupils is high. However, there is not a consistent approach to what this looks like for all pupils. As a result, some pupils get a more inconsistent learning experience.

This limits some of the intended impact on them, for example in increasing their independence and preparing them for life beyond school. Leaders need to ensure they clearly communicate their high expectations to staff so that they are consistently applied in all areas of the school.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in April 2013.