Brierley Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school has high expectations for pupils. Pupils rise to these expectations. They are polite, well-mannered and an integral part of the warm and welcoming ethos that is at the heart of this school.

Pupils of all ages get on well together. They look after one another. It is a pleasure to see the way in which pupils interact with each other and build positive relationships with the adults who care for them.

Leaders have developed an ambitious curriculum for pupils. Pupils relish the opportunity to engage in learning that is both interesting and challenging. The school captures pupils' curiosity and enthusiasm for learning by ensuring that lessons are engaging and ta...ught well.

Pupils have a range of opportunities to become leaders and take on responsibility. Older pupils particularly enjoy being role models for the youngest pupils in school. Subject ambassadors are advocates for the subjects that they support.

They proudly speak to visitors about their learning and the importance of the subjects that they are so passionate about.

The school has ensured that pupils have a voice and are listened to. Pupils are confident to express their views.

They are resolute in their campaign to provide a safer road crossing outside of their school to keep themselves and others safe.

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

Children in Reception develop high levels of independence. They make their own toast at snack time and enjoy this opportunity to sit together and talk to one another.

Children learn how to use resources within the classroom to develop their independence and make their own choices. Adults recognise the importance of developing children's language and social skills. They skilfully model how to play co-operatively together.

For example, children enjoy building an obstacle course as part of a game they have created. They help one another to navigate the 'tricky' parts of the course so that they all succeed in getting across together.

Pupils with special educational needs and/or disabilities (SEND) are identified at an early stage.

The curriculum is appropriately adapted across a wide range of subjects. Pupils with SEND learn well alongside their peers. The school recognises the need for an individualised approach for some pupils who find coming to school more challenging.

Pupils achieve well in the core subjects of reading, writing and mathematics. By the end of Year 6 pupils are well-prepared for secondary school. Leaders have made adaptations to the mathematics curriculum to ensure that pupils regularly revisit learning.

They can apply their growing mathematical knowledge to different problems.

The teaching of reading has been a top priority for the school. Well-trained staff teach phonics daily.

Routines are well-established. In early years and key stage 1, pupils learn the sounds that they need to read and write unfamiliar words. Pupils who are at risk of falling behind are identified quickly.

They have extra practise and support to help them catch-up effectively. Older readers develop fluency and expression through regular 'book club' reading lessons.

There have been some recent developments to the curriculum for foundation subjects such as geography and history.

The curriculum sets out, in a logical order, important knowledge and skills for pupils to learn. For example, pupils start to learn about concepts such as civilisation from Year 1. While this knowledge is rightly ambitious, leaders recognise that they need to continue to make refinements to ensure that all pupils are remembering and understanding what they are learning.

The clear behaviour policy ensures pupils know the expectations and they live up to these. Pupils are calm and considerate of others as they move around the school. Leaders are continuing to strive to improve the attendance and punctuality for all groups of pupils.

This has resulted in some recent improvements to attendance rates.

Pupils benefit from a well-planned personal, social and health education (PSHE) curriculum. From Reception to Year 6 pupils learn about important topics such as healthy lifestyles and keeping safe in an age-appropriate way.

However, some pupils are less knowledgeable about aspects of personal development that would fully prepare them for life in modern Britain. For example, pupils have a limited knowledge of other faiths. They can often confuse important elements of different world religions.

Pupils talk enthusiastically about their time at school. They are rightly proud of attending Brierley Primary School. Although leaders want all parents to feel fully engaged with school life, some lines of communication are not clear enough.

Governors are committed to their role in supporting the school. They value its place within the local community. Staff feel well supported and are proud to work at the school.

Leaders across school are reflective and regularly evaluate their practice. They make strategic decisions that are pertinent to the school to ensure that it continues to improve further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' understanding of different faiths, is not well developed. Sometimes, pupils do not have the knowledge that they need to respond to the differences that they will encounter in the wider community to prepare them fully for life in modern Britain. The school should make sure that the curriculum includes the most essential knowledge that pupils need to learn about different world religions.

• The school's strategies for communicating with parents and carers are not clear enough. Some parents do not feel well-informed about school life. The school should simplify its processes for communicating with parents and liaise with them to establish how effective these are.