Bransgore Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bransgore is a vibrant, friendly and welcoming place. Pupils really enjoy coming to school and look forward to learning new things.

They respect their teachers and like to be with their friends. Many pupils echo the sentiment that 'this is a loving school, and we are a telling school.' This is a school where pupils are cherished and nurtured.

Pupils' behaviour is excellent, and their personal development is exceptional. Pupils believe that bullying is very rare, and that any issues are dealt with effectively. As a result, pupils feel listened to, safe and secure.

Pupils benefit from a wide range of opportunities open to everyone that enrich their learning. Th...ese include music, sports and creative writing. Pupils are genuinely proud of how friendly and inclusive their school is: no one feels isolated or unwelcome if they come from a different faith, culture or type of family.

Staff ensure that pupils' cultural heritage is celebrated here, adding to the sense of belonging.

Parents are overwhelmingly positive about this compassionate school. One parent said, 'The school goes above and beyond at every turn'.

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

Pupils achieve well from early years through to the end of Year 6. Leaders have created a broad and ambitious curriculum for all pupils. In most subjects, the essential knowledge pupils need to remember and the order in which to learn it is clear.

In a small number of subjects and in the early years, leaders are aware that some further developments are needed. For example, assessment in a few foundation subjects is not as secure as it is in mathematics. Teachers do not always check pupils' understanding consistently enough to inform future teaching, as they have begun to do successfully in science.

Leaders have clear plans to address this.

Leaders possess a sound understanding of the differing needs of children with special educational needs and/or disabilities (SEND) as they move through the school. They are skilled in identifying pupils' needs and support teachers to adapt their teaching appropriately.

This enables pupils with SEND to learn effectively alongside their peers.

Children in the early years settle in well to the routines and high expectations of the Reception classes. They get off to a good start because they learn to be responsible and independent as positive preparation for Year 1.

The phonics programme is delivered meticulously. Pupils build their knowledge in key stage 1, recognising and remembering increasingly complex combinations of sounds. Phonics reading books match the sounds and words pupils know and need to practise.

Leaders support teachers in using a wide range of reading books to reinforce pupils' knowledge and increase their vocabulary. As a result, pupils develop their fluency and comprehension securely. Older pupils also enjoy and develop a strong love of reading.

They benefit from exposure to a wide range of ambitious texts in lessons.

Teachers set high standards for behaviour and pupils take pride in rising to these expectations. Pupils understand, and choose to behave as it is the right thing to do.

They are praised for this. They have a deep sense of integrity and commitment to their education. Pupils are motivated to work hard and focus on their learning, without distraction.

The values of consideration and kindness are evident during sociable playtimes. Pupils respect the rules and enjoy each other's company.

Work to develop pupils' character and sense of responsibility is exemplary.

Pupils embrace opportunities, such as being peer mediators, and promote the embedded school values. All pupils are celebrated through the 'VIP' programme, recognising individuality and strengthening belonging. Astute approaches, such as the bespoke leadership programme, help pupils become confident ambassadors both in school and in the wider community.

Pupils value diversity and understand that others hold different views for many reasons. As a result, they show genuine respect for each other.

Trustees have an accurate view of the strengths and areas for development for the school.

They challenge leaders to justify decisions made and identify the impact. Trustees safeguard the school's ethos and its commitment to inclusion. Professional development, linked to clear priorities, is at the heart of school improvement work.

Leaders are acutely aware of staff workload, welfare and talent development. As a result, staff feel valued and very well supported. Highly effective leaders at all levels inspire the staff's commitment to working together for the benefit of all pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand the pupils and the community they live in very well. Staff are effectively trained in how to spot and record signs of concern.

Leaders diligently follow up on concerns and share relevant information with other professionals as required. This ensures that pupils get the help they need in a timely manner.

Trustees monitor and challenge many aspects of the school's safeguarding work, including that checks are made on adults appointed to work in the school.

Leaders are confident about pressing other agencies and children's services to provide more support for families in the area. Pupils feel safe because they are taught that Bransgore is a 'telling school'.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are aware that, in a small number of subjects, further refinements are needed to embed the curriculum securely and consistently.

This includes the curriculum in the early years. As a result, pupils do not always build and develop their knowledge and skills effectively. Leaders must monitor this work carefully to ensure that pupils know and remember more across the whole curriculum.

• Assessment within the foundation subjects is not yet consistently in place. As a result, teaching is not always informed by what pupils demonstrate they know securely and can use fluently. Evidence that teachers collect should be used consistently to help pupils understand what they need to do to improve.