Brington Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an ambitious school. There is a resolute focus and drive for improvement. At the heart of decision-making are pupils' needs.

The school is determined that all pupils should achieve, particularly those who are disadvantaged. A comment by one parent, typical of many parents and carers, was: 'You can feel the positive energy that will allow our children to flourish.'

Central to the school are its values of 'Respect, Equality, Determination, Kindness, Honesty, Resilience'.

Pupils understand the significance of these values and aspire to live by them. The school celebrates these in the 'VIP assembly'. When chosen for demonstrating these values, pupils are... proud to walk down the red carpet to receive their award.

Pupils behave well. They say bullying rarely happens. Pupils feel safe and enjoy coming to school.

There are a range of opportunities for pupils to develop beyond the academic. Residential trips help pupils to experience adventure sports and to develop character. There is a high emphasis placed on pupils' physical and cultural development.

Pupils experience a range of sports. There are opportunities to learn to play instruments, such as the guitar, ukelele and violin. Visits to places of interest enrich the curriculum.

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

The school places a high priority on pupils' learning to read. They learn to read as soon as they join Reception Year. The recent introduction of a new phonics programme has raised expectations.

Knowledgeable staff provide swift support should pupils fall behind. They accurately address misconceptions. Books match pupils' needs.

Beyond phonics, there is a well-structured reading curriculum.

Books are central to the curriculum and the life of the school. Considerable investment provides a wide range of quality texts.

Books support the curriculum and promote an understanding of topics such as equality, refugees and gender stereotypes. The school book club helps pupils to explore these topics more robustly. 'Story suitcases' excite and stimulate pupils.

Pupils retell these stories, immersing themselves in the stories as a consequence. Pupils really enjoy class story time. This is because teachers bring these books to life and make them exciting.

The school's curriculum is ambitious. It sets out the key knowledge that pupils need to know and remember. As a consequence, teachers' subject knowledge is good.

In subjects where the curriculum is well established, pupils' recall of knowledge is strong. For instance, in history, pupils could recall the significance of the bombing of Pearl Harbor in the Second World War. Teachers check what pupils know and can do.

Where necessary, they adapt teaching to fill any gaps pupils have in their learning. Pupils' attitudes to their learning in a few subjects are exceptional.

The early years is an exciting place in which to learn.

Learning activities have purpose and are well organised. Children interact with these activities in a focused way. They get on well with other children in the class.

Adults have high expectations of children. They establish clear routines. Children settle well into the early years.

The school wants all pupils to achieve well, but particularly pupils with special educational needs and/or disabilities (SEND). The school regularly checks the needs of pupils with SEND. Focused targets enable staff to provide appropriate support.

Teachers adapt learning to ensure that pupils with SEND access the full curriculum. Pupils with SEND achieve well.

Pupils understand equality and diversity.

These principles are set out in the school's curriculum. As one pupil stated: 'You have to treat everyone the exact same. It's called equality.'

However, the key knowledge of some elements of fundamental British values is not always being made as explicit as it could be. Pupils appreciate the opportunity to represent their classmates on the school council. They take these roles seriously.

Teachers encourage pupils to think for themselves and to make suggestions to improve their school. Pupils have a moral sense of purpose and conviction. Pupils appreciate the range of clubs on offer, such as learning to play an instrument and representing the school at sporting fixtures.

Leaders at all levels are determined. They have a clear understanding of what works well and where they need to make further improvements. Parents are overwhelmingly supportive of the work of the school.

There is a concerted effort to reduce staff's workload. Governors support this, and undertake their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The key knowledge of some elements of fundamental British values is not always being made as explicit as it could be. As a consequence, a few pupils do not yet have a clear understanding of what fundamental British values are or the significance of them in modern Britain. The school should ensure that all pupils have the opportunity to learn about these values, to prepare them thoroughly for life in British society.