Brightlingsea Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have experienced many changes for the better in the past few years.

They enjoy coming to this vibrant school. Pupils show respect for each other and for the adults who look after them. They are tolerant and compassionate.

Pupils benefit from the trusting relationships with staff, who they know care for them.

Pupils have not achieved as well as they should have in the past. Pupils now benefit from learning a broad curriculum.

They respond well to the much higher expectations that teachers have of them. This is reflected in pupils' achievements in recent national tests and assessments.

The school is a calm and welcoming environment.
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Pupils behave particularly well. They are polite, friendly and helpful. Pupils show highly positive attitudes to learning.

They listen well, follow instructions and try their best in class, so learning time is used well. At breaktimes, girls and boys mix and play happily together.

Pupils enjoy an extensive range of activities where they can develop their talents or follow new interests.

Examples include the award-winning school choir, learning at the beach and the different clubs on offer. Pupil ambassadors and school councillors are proud of their roles in putting forward pupils' views.

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

The school has constructed a broad curriculum that is ambitious for all pupils.

It sets out the knowledge that pupils should learn clearly, from early years through to Year 6.

In many subjects, teachers present knowledge clearly and explain things well. They remind pupils of what they have learned previously.

This helps pupils to make connections with what they already know and build their understanding of more complex knowledge. In a few subjects, teachers do this less successfully. Pupils do not learn as well in these subjects, as they sometimes struggle to remember and use important knowledge.

The school emphasises the importance of pupils being able to read well. Staff encourage pupils to share and read books through dedicated reading lessons. Teachers ensure that books are central to the topics that pupils study.

From the very start in Nursery, children learn to recognise the sounds letters make. They build on this through daily phonics teaching in Reception and Year 1. The school ensures that staff have the expertise needed to teach phonics effectively.

Any pupils who fall behind receive support that helps them catch up. Many pupils become confident, fluent readers by the time they leave the school.

The school ensures that the early years curriculum creates the firm foundations children need for future learning.

Children develop their language and communication skills well, which helps them access other areas of learning. Staff ensure children build on what they learn in Nursery when they move into the Reception class. Children follow familiar routines that help them to follow instructions and focus on well-planned learning activities.

Children develop their independence and the attributes they need to be ready for learning in Year 1.

The school ensures early identification of pupils with special educational needs and/or disabilities (SEND). Leaders draw on the expertise of other professionals when necessary to ensure that pupils with SEND get the support they need.

Teachers skilfully adapt activities so that most pupils with SEND access the same curriculum as others. A small number of pupils with SEND receive highly individualised support to meet their needs. This helps them to achieve well.

Pupils are courteous and well mannered. The school establishes high expectations for behaviour from the start of early years. Children learn to share and take turns.

These positive relationships are maintained as pupils get older. Teachers encourage pupils' good behaviour through conversations and rewards.

Pupils learn about the lives of people from a wide range of backgrounds and cultures.

They show excellent understanding of difference. This shows in the deep understanding pupils demonstrate about cultures different to their own. Pupils learn about and contribute to the local community, for example through charity work or visiting the lobster hatchery.

Pupils are articulate when they discuss 'big ideas'.

Governors provide effective support and challenge to school leaders. They check in with staff and pupils to ensure improvements are working well.

Leaders consider changes carefully. They make sure these make things better for pupils. They carefully consider how changes affect staff's workload.

Staff appreciate the training opportunities provided to them. Training is carefully tailored to school priorities and developing individual teachers' expertise. This carefully focused training has improved the quality of education the school provides.

Staff feel valued and 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 few subjects, teachers do not always emphasise and revisit the important subject knowledge needed to understand more complex knowledge.

Pupils sometimes find it hard to remember this important knowledge and to apply it when learning new content and more complex knowledge. They struggle to make connections with what they have already learned. The school should ensure that, in all subjects, teachers help pupils learn and remember important subject knowledge so that they can build effectively on prior learning.