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Brookfield Primary School is guided by its 'WARM' ethos to be a school that is 'welcoming, achieving, respectful and magical'. This vision is embraced by the school's caring staff and recognised by pupils and parents/carers. Pupils are positive about all aspects of school life.
They try hard in lessons and play happily together at playtimes in the pleasant outdoor space.
The curriculum provides well for pupils' academic and wider personal development. This begins in the early years, where children enjoy an exceptionally well-planned variety of learning experiences.
Pupils develop a deep understanding of British values, including equality and diversity. These ...themes are discussed regularly in assemblies and in lessons across the curriculum. One pupil commented to inspectors, 'We take diversity seriously here.'
This is an inclusive school. Pupils with special educational needs and/or disabilities (SEND) receive high-quality care. Expert staff know these pupils well.
They identify where pupils need extra support and make sure that all pupils can benefit from the ambitious curriculum.
Pupils feel safe in school. They learn how to manage their emotions.
When they are worried, they trust that staff will help them.
What does the school do well and what does it need to do better?
The school has developed an ambitious curriculum across the full range of subjects. The curriculum clearly identifies the important knowledge that pupils need to learn.
It is very well sequenced so that pupils at every stage build on what they already know and deepen their understanding over time. Pupils achieve well. The curriculum supports them to gain knowledge and remember what they have learned.
In lessons, staff present new knowledge clearly. They provide pupils with many opportunities to revisit topics they have learned previously. This helps pupils to remember what they have learned and make links between topics.
Pupils confidently discuss their learning. Staff regularly check pupils' work. They provide pupils with useful feedback, which helps them to address misconceptions.
In a small number of foundation subjects, the delivery of the curriculum is not yet consistent. Sometimes, lesson activities do not support pupils to learn knowledge securely. Subject leaders routinely monitor the delivery of their subjects and support teachers to develop their expertise.
They are well supported by experts from the multi-academy trust.
Staff quickly identify when pupils need extra support. They adapt lessons well to meet the needs of all pupils, including those with SEND.
Staff are well trained to work effectively with pupils with more complex needs.
There is a well-planned phonics programme, which is delivered well by staff in the early years and key stage 1. Pupils quickly learn to read.
Staff use regular checks to identify when pupils need extra help with reading, and they support these pupils well. Across the school, staff help pupils to develop reading fluency and appreciate literature. Pupils read often from well-chosen, high-quality texts, including non-fiction.
Children in the early years quickly adapt to learning school routines. They eagerly engage with activities, which are carefully designed to meet their interests while they learn about the world around them. Staff help them to learn to communicate and develop social skills.
They work and play together happily. The curriculum prepares children very well for their next stages of learning.
Pupils are polite.
Lessons are calm and focused. Staff use well-established routines to encourage and reward positive behaviours. The school provides effective support for pupils who struggle to regulate their own behaviour.
Almost all pupils attend school well.
There are many opportunities for pupils to take on roles of responsibility. Pupils elected to the school council talk proudly of their efforts to make the school a better place for their peers.
Other pupils act as eco-warriors, online safety champions, team captains and mini-leaders or volunteer to help around school. Pupils enjoy trips. These include residential visits, where pupils take part in team-building and outdoor activities.
Many pupils enjoy singing in the school choir. They perform at community events and festivals.
The curriculum for personal, social and health education supports pupils' personal development well.
Pupils learn how to avoid risky situations and to keep themselves healthy and safe. They gain an age-appropriate understanding of relationships and consent. Staff teach pupils how to look after their mental health and well-being.
Pupils develop mature attitudes and express themselves confidently.
Staff are happy and proud to work in the school. The school and the multi-academy trust support them well to manage their workload and take care of their well-being.
Trustees and 'school champions' provide valuable support and challenge to school leaders as they continue to develop the school's provision.
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 small number of foundation subjects, lesson activities do not always provide pupils with opportunities to learn the knowledge that is identified in the curriculum securely.
When this happens, pupils do not reliably deepen their understanding. Sometimes, they do not remember what they have learned. The school needs to support all staff to develop the expertise to deliver all subjects consistently well.
