Brindley Heath Junior School Academy

Highlights from Latest Inspection

What is it like to attend this school?

Through their work and relationships with others, pupils aspire to 'be Brindley'.

Staff are caring and compassionate and help pupils to be their best. The school's values are known, understood and shared by all. Bullying is rare and staff deal with issues if it happens.

Pupils are welcomed to the school as individuals, differences are celebrated and pupils are nurtured to be themselves.

Pupils have very positive attitudes, and this is reflected by their exemplary behaviour. They are determined to do their best, and teachers encourage them to achieve this.

Pupils enjoy being challenged. They achieve well and they are proud of their achievements. Leade...rs monitor pupils' behaviour carefully and take the right action to prevent bullying.

The school is a strong community. Leaders have carefully developed the curriculum so that pupils learn about the world outside of their village. Leaders also ensure that the curriculum is delivered as intended.

The curriculum is enhanced by a range of visits and visitors and is enriched by high-quality resources. Pupils enjoy the responsibility of leading assemblies in their own and other schools. They share the manner and message of how to be a respectful, well-behaved learner.

A strong team spirit has enabled the school to flourish.

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

Leaders set and achieve an ambitious vision for pupils to achieve well. They have identified what pupils will learn and have considered how to promote positive attitudes through their 'secrets to success'.

Leaders have been effective in making sure that new learning builds on the knowledge that pupils have already gained.

Teachers ensure that pupils have regular opportunities to practise their developing knowledge. They know that each stage needs nurturing so that 'little acorns can grow into mighty oaks'.

For pupils with special educational needs and/or disabilities (SEND), effective systems enable staff to identify those who need help. Staff adapt the curriculum to provide support. These adaptations are particularly successful in helping pupils to progress in English and mathematics.

However, these adaptations are sometimes less successful in a few subjects. This is because the work provided does not build on what pupils already know.

Leaders have placed a priority on ensuring that pupils learn to read.

Leaders know which pupils have gaps in their understanding and provide extra help that enables these pupils to catch up. Pupils are encouraged to develop good reading habits. Staff read to them regularly.

Visits from authors and investment in high-quality books develops a love of books across the school. Pupils develop into confident and fluent readers. Pupils use their knowledge from reading to become accomplished writers.

Staff are adept at identifying pupils' needs quickly. Teachers make regular checks on what pupils are learning and make changes to lessons where this is necessary. This helps pupils to achieve what leaders intend.

Staff have supported pupils to develop exceptionally positive attitudes to learning. Pupils are incredibly polite and respectful and take care of one another. The pupils' council has worked with leaders to help pupils behave well in lessons.

This work has been highly successful. Pupils are extremely well motivated and present their work with tremendous pride. Pupils respond well to the rewards that can be earned, such as time with 'Pip' the school dog.

Leaders care about pupils' well-being. They have developed a curriculum that enables pupils to learn about keeping healthy and staying safe in the online and offline world. Pupils learn about different cultures, faiths and beliefs.

Teachers have ensured that the curriculum includes a range of visits that supports pupils' learning. Pupils welcome the opportunities for sport and music. However, pupils and parents also told inspectors that the range of clubs and activities outside lessons is quite limited and does not fully develop pupils' talents and interests.

Leaders have ensured that teachers receive regular training. Teachers value the work of leaders to ensure that their time is well managed. Those responsible for governance hold leaders to account effectively.

The work of the Manor Multi Academy Trust (MAT) has supported leaders well to secure improvements to the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there are robust systems to keep pupils safe.

All staff receive and act on training to protect pupils from the risk of harm. Where there are concerns, leaders act swiftly and take the right actions. Pupils know who they can go to if they have concerns.

The pupil e-safety team leads assemblies to remind other pupils about the safe use of technology.

Leaders have ensured that the right checks are made when new staff are appointed. Record-keeping is detailed, and governors make regular checks on school systems to assure themselves that procedures are followed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For some pupils with SEND the adaptations made by staff to lessons in a few subjects do not provide enough support to enable these pupils to access learning. As a result, some pupils' learning is hindered. Leaders need to support staff to adapt the implementation of the curriculum so that pupils' learning builds on what they already know.

• The extra-curricular opportunities for pupils provided by the school are limited. This means that pupils do not have an opportunity outside of lessons to nurture their talents and interests more fully. Leaders should work to provide for a wider range of extra-curricular opportunities for pupils.

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