Brimsham Green School

Highlights from Latest Inspection

Outcome

Brimsham Green School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Staff are highly ambitious for all pupils at Brimsham Green School.

The school's recent deliberate focus on creating a sense of 'belonging' is having an impact. Most of the time, the school is calm, and pupils are respectful towards one another. The school welcomes all pupils, including those who may have had disruptions to their education previously.

The breadth of the curriculum is a strength of the school. Pupils value the wide range of subjects on offer, including the arts and sports curriculums. These are supplemented... by enrichment activities, many of which are pupil-led.

Pupil leadership continues to be a strength of the school. The school also ensures that the majority of pupils achieve well, reflected in its published outcomes. Where the curriculum needs to be adapted, for example for pupils with special educational needs and/or disabilities (SEND), it is done so successfully.

Pupils of all ages are well integrated. For example, in mixed-age tutor groups, they read, discuss current affairs and learn about different careers. This helps raise the aspirations of younger pupils while providing older pupils with opportunities to be mentors and positive role models.

Students in the sixth form increasingly participate in volunteering activities in the school community.

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

The school's curriculum design and delivery are strong. Alongside a range of vocational subjects at key stage 4, an increasing number of pupils study the full range of subjects in the English Baccalaureate.

As with other aspects of its work, the school has carefully considered changes to its modern foreign languages curriculum, so more pupils now choose to study a language GCSE.Teachers' subject knowledge is strong. Teachers explain concepts clearly and use high-quality resources to enhance learning.

This means pupils work well in lessons and build knowledge over time. Pupils, including students in the sixth form, have time to practise and demonstrate what they know. Most of the time, teachers check pupils' understanding effectively.

This means that misconceptions are addressed quickly, although this is not yet the case in all subjects. The school has identified where further training is needed and is working to improve this.

The school's support for struggling readers is also a strength.

Pupils who need extra help are given the right support by well-trained staff. This helps pupils with their learning in other subjects. The school's work to promote a love of reading is ongoing.

The school is refining the ways in which this is done to ensure that more pupils read for pleasure. In the sixth form, staff are starting to consider the ways in which wider reading could be more effectively promoted so students develop independence and deepen their subject knowledge.

Pupils with SEND are accurately identified and well supported.

The school ensures that all pupils have equitable access to the curriculum and wider opportunities. This includes pupils in the specially resourced provision for pupils with SEND. These pupils are well cared for and have warm, trusting and professional relationships with staff, enabling them to learn alongside their peers.

The majority of pupils behave well, and low-level disruption is rare. The school does not shy away from seeking the views of pupils and staff, so it is acutely aware that a minority of pupils are concerned that unkind language sometimes goes unchecked. They are concerned that the way in which this behaviour is dealt with varies.

The school is adapting procedures so they are implemented consistently by all staff. This is also the case with attendance. The majority of pupils attend well, but too many pupils miss too much learning.

The school's work to improve this has been less impactful.

Many pupils take part in sports, performing arts clubs and trips. Pupils enjoy house events, including raising money for charity.

Students in the sixth form value the support they are given to manage their mental health. A significant number of pupils take part in the Duke of Edinburgh's Award scheme. The annual school production is a highlight for many.

Pupils learn about how to keep themselves safe. 'Working Wednesdays' ensure pupils of all ages learn about a range of careers and develop skills which prepare them for the next stage of their education. The majority of students in the sixth form undertake work experience placements, preparing them well for life beyond school.

Governors have an exceptionally strong oversight and understanding of the school. Leaders are ethically driven and are open, honest and meticulous when evaluating the school and making changes. Their focus on professional development has a positive impact on pupils' learning and well-being, including those who are disadvantaged.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's work to tackle poor attendance has not yet had a positive impact on all groups of pupils. Too many pupils are severely or persistently absent.

A small minority miss lessons when they are in school. The school, with support from governors, must ensure parents share the school's high expectations, precisely identify barriers and review its approach both for individuals and groups of pupils. This will ensure that these pupils do not miss out on learning from its high-quality curriculum and that they are well prepared for their next steps.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.