Brandesburton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Brandesburton is a welcoming and caring school.

Pupils feel safe and get along well with staff and each other. Relationships are warm and built on mutual respect. Pupils know that staff care for them and 'champion' their success.

As a result, they are happy and enjoy coming to school.

The expectations of what pupils will achieve at Brandesburton are high. The outcomes from national assessments in reading, writing and mathematics reflect these expectations.

Pupils benefit from a wider curriculum that is also well planned and considered. Pupils enjoy the additional opportunities the school provides to enhance this curriculum, such as extra-curricular c...lubs and visits. These include a rollerblading club and visits to art galleries.

Some pupils feel that behaviour on the playground is not as good as the behaviour in the classrooms. However, inspectors noted that behaviour both in the classrooms and around the school is calm and respectful. At playtime, pupils play well together.

There are very few instances of low-level disruption or pupils off-task in lessons.

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

Since the last inspection, leaders have taken rapid action to improve the quality of education. The curriculum has been redesigned.

It is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The school has identified the key knowledge they want pupils to remember. Pupils enjoy learning and can use the key knowledge and skills they gain with confidence.

Examples of this include when pupils are making puppets in design and technology or solving problems in mathematics.

As the curriculum has undergone recent change, the school has identified the gaps in knowledge that pupils have. The school has taken effective action to address this.

Leaders recognise that the curriculum will continue to require further refinement, as it becomes fully embedded.

Pupils with SEND receive some additional interventions and support to help them learn the curriculum. While these are useful, sometimes pupils' barriers to learning are not identified clearly enough.

This means that the support they receive is not as sharp as it could be. Activities are not routinely well adapted or scaffolded to support their learning.

A love of reading has been established across Brandesburton.

Pupils enjoy texts by a range of authors and speak with enthusiasm about the books they read. Pupils have daily phonics sessions. Regular assessment of pupils' reading means that those who do need support to catch up get this quickly.

Staff receive ongoing training and regularly review the impact of the reading programme. As a result, pupils gain the skills they need to be able to read well.

Attendance is a high priority.

Significant improvements have been made to reduce persistence absence. By carefully understanding barriers to good attendance, leaders take effective action to support families and improve attendance. This work is having a positive impact.

Pupils at Brandesburton build their own 'toolkit for life'. They are taught about how to keep themselves safe, including when they are online. Pupils understand democracy and how to show kindness and respect towards others.

However, pupils do not have a secure understanding of different faiths. Pupils who are 'restorative practice ambassadors' allow pupils to work together, solve problems and make sure that all pupils have someone to play with. The ambassadors help pupils to play an effective role in school life.

Pupils value this and say the ambassadors are making 'a big difference'.

Children in the early years foundation stage (EYFS) get off to a flying start. The curriculum is well planned.

Careful decisions are made about resources and activities, based on children's needs and interests. Early reading and mathematics are given a high priority. Children thrive in this setting and play together in a focused way.

They show independence by setting up activities and tidying away. Children leave the EYFS ready for the demands of Year 1.

Parents appreciate the work of the school.

One parent's comment summarises the views of many, stating 'My children have flourished at the school'.' Staff morale is high. Staff, at all levels, appreciate the support they receive from leaders.

They feel valued. Governors are knowledgeable and proactive. They visit school regularly to check the impact of leaders' work.

Staff and governors welcome the professional development opportunities and training provided by the school. This external support has played a positive role in Brandesburton's recent 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 curriculum does not provide sufficient opportunity for pupils to learn about different faiths. Pupils have a limited understanding in this area of the curriculum. The school should widen the curriculum to enable pupils to acquire the knowledge that they need about different world faiths.

• The school does not identify the barriers to learning for some pupils with SEND precisely enough. This means that these pupils do not get the support that they need in the classroom. The school should take further action to better identify pupils' needs and put the correct support in place.