Bransty Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including pupils with special educational needs and/or disabilities (SEND), enjoy the strong friendships that they develop at school. They are polite, kind and happy.

Pupils take pride in earning rewards for their achievements.

Pupils respond well to the high aspirations that the school has of their achievement. This includes pupils that benefit from the specially resourced provision for pupils with SEND (specially resourced provision).

Most pupils achieve well. Children in the early years are well supported to make a strong start to their education.

Pupils access a broad range of activities that help them to expand their talents and interest...s.

These include sports clubs, choir and movie Friday. Pupils make a strong contribution to the life of the school. For example, they embrace their roles as reading partners, anti-bullying leaders and school council members.

This helps pupils to develop their leadership traits and to build their resilience.

Trips to local science fairs and city visits help pupils to deepen their understanding of the curriculums that they study. They enjoy taking part in outdoor and adventurous activities during residential visits.

Pupils learn how to overcome any challenges that they may face and to become independent young people.

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

In most subjects, the school has designed an ambitious suite of subject curriculums that help pupils to build their knowledge and understanding over time. Most pupils are well prepared for each stage of their education.

In the early years, the school keeps a strong focus on the development of pupils' spoken language. It ensures that pupils are well prepared for the demands of Year 1.

In a small number of subject areas, the school's curriculum thinking is new.

This means that some pupils have gaps in their learning. At times, these gaps are not identified and addressed in a timely way. When this happens, some pupils move on to new learning before they are ready.

Teachers use their subject knowledge effectively in order to design learning activities that help most pupils to learn the curriculum well. In the early years, the school is quick to provide children with activities and interactions that are well matched to their specific areas for development.

The school accurately identifies the needs of pupils with SEND.

Staff use this information appropriately to provide these pupils with experiences that enable them to learn alongside their peers. Pupils that benefit from the specially resourced provision achieve exceptionally well because of the specialist help that they receive. Their confidence builds quickly and they enjoy their learning.

Reading is a priority at the school. Pupils begin to learn to read as soon as they join the school in the Reception class. Staff receive the training that they need to teach the phonics programme well.

As a result, most pupils develop a secure phonics knowledge. Pupils read books that have been carefully matched to the sounds that they have learned. Pupils that may have gaps in their phonics knowledge are well supported so that they catch up quickly.

Most pupils become confident and fluent readers.

The books that pupils read make a significant contribution to their understanding of the world. They value the differences that exist between people and they understand the importance of making a positive contribution to the local community.

In lessons, pupils display positive attitudes towards their learning. Rare cases of low-level disruption are dealt with effectively. The school provides highly effective support to a small number of pupils who need help to improve their conduct.

Pupils know how to keep themselves safe, including online. They learn about how to stay physically and mentally healthy and they know the signs of a caring relationship. Pupils respect opinions that may be different to their own.

This is reflected in the level of empathy and compassion that they show towards people that may need their support.

Parents and carers receive detailed information from the school about how to support their children's learning at home. This includes access to resources and training sessions about the school's approach to teaching pupils to read.

The governing body has an accurate view of the school's strengths and areas for development. It ensures that all pupils have equal access to the curriculum and the wider opportunities that the school makes available to them. Staff appreciate the time and the training that they receive to carry out their roles.

This has a positive impact on their workload and well-being. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects where the school's curriculum thinking is new, some pupils do not develop the depth of understanding that they should. At times, teachers move these pupils on to new learning before they are ready. The school should make sure that checks on learning support pupils to know and do more over time.