Braywood CofE First School

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming and caring school. Pupils are friendly and show kindness towards each other.

Friendships extend across year groups, and older pupils are impressive role models. They seek to help other pupils whenever they can. At playtime, they enthusiastically run games for younger pupils and include everyone.

The school's values are at the heart of the school and are based around developing strength of character. Pupils learn about two school values each year and they connect to the previous years. This means by the time pupils leave the school they have an exceptional understanding of the values of courage and resilience.

Relationships between pupils a...nd staff are warm and positive. Parents and carers value how the school builds pupils' confidence through its caring approach. Pupils feel safe and staff swiftly address any concerns they might have.

There is a focus on developing resilience. One parent captured this, saying, 'The school cares for my child and teaches them how to keep going in their learning.'

The school has high expectations of all pupils, and these are realised in most subjects.

However, in a few subjects, pupils cannot recall the key knowledge that they have been taught.

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

The school has an ambitious and broad curriculum. Across subjects, leaders have identified the most important knowledge they want pupils to know and remember.

They have sequenced knowledge sensibly to build pupils' understanding over time. However, in a few subjects, pupils cannot recall previously taught knowledge. As a result, pupils do not achieve as well in these subjects.

Children in Reception make a strong start to their school life. They develop their fluency in speaking and listening, reading and mathematical knowledge well. This focus continues in subsequent years and is a strength of the school.

There is an ambition that all pupils with special educational needs and/or disabilities (SEND) achieve well. Teachers accurately assess pupils' needs and make precise adaptations. However, in a small number of subjects, activities are not always carefully matched to pupils' individual needs.

As a result, pupils with SEND achieve less well in these subjects.

Teachers have strong subject knowledge. They value training opportunities to deepen their teaching skills further in a range of subjects.

However, in some subjects the knowledge has been identified but there are not enough opportunities for pupils to retrieve and use that knowledge.

The school has prioritised reading. Children in Reception get off to a swift start in learning to read.

All staff are trained in the school's phonics programme, and they teach phonics consistently well. Books and resources match the sounds that pupils know. Staff support helps pupils who begin to fall behind to catch up quickly.

Teachers build on pupils' reading fluency by carefully developing their comprehension skills. Books feature prominently in all classrooms. Daily story time nurtures a love of reading and pupils speak positively about their favourite books.

The school's approach to personal development is exceptional. The school's values focus particularly on developing every pupil's character. All pupils in the school have a responsibility within the classroom.

This builds their confidence to take on leadership roles as they move through the school. For example, younger children elect Year 4 pupils to lead regular pupil parliaments. They meet to discuss school issues.

As a result, changes have been made in the school. This means that pupils understand the potential impact of democracy.

Pupils behave well in the school.

Clear expectations help pupils to follow the school's rules and routines. Staff build warm and positive relationships with the children. Consequently, when pupils struggle with the way that they are feeling, staff help them to feel calmer.

Most pupils show resilience when faced with difficulties, both in lessons and on the playground. For example, when pupils were struggling to complete a science experiment, they were able to use additional resources to successfully complete it.

Leaders at all levels are highly committed and strive for continuous improvement.

Staff appreciate leaders' flexibility and consideration of workload. The school informs parents about how their children are progressing through the curriculum. This helps parents to support their child's learning at home.

Governors diligently meet their statutory responsibilities. However, they do not robustly challenge leaders on the quality of the whole curriculum.

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, pupils are unable to recall and build on previously taught knowledge. As a result, pupils do not achieve as well in these subjects. In these subjects the school needs to ensure that there are more planned opportunities to recall and connect prior knowledge with what they already know.

• Governors do not hold leaders to account rigorously enough. Consequently, leaders are not challenged robustly on the impact of their actions. Governors should hold leaders to account more robustly.

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