Brookfield School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and thrive at Brookfield School. They talked with enthusiasm about the different activities that they enjoy, including outdoor education, sport, music and horse-riding.

A wide range of worthwhile school trips, including the zoo, museums and residential visits, are a regular part of school life.

Pupils feel safe in school. The secure relationships that they have with staff help them to feel valued and cared for.

Pupils said there is always an adult they can talk to about their opinions, ideas or worries. Pupils' behaviour is excellent. They live up to staff's high expectations.

Pupils explained that staff help them to learn how to man...age their own behaviour and emotions. Pupils said that staff deal with bullying effectively.

Pupils' attitudes to learning are exceptional.

Pupils respond very well to the school's reward systems. Teachers have high expectations of the achievement of all pupils. They shape the curriculum carefully to meet the special education needs and/or disabilities of every pupil.

Brookfield School is a calm, caring and supportive environment where pupils engage well in all learning activities and achieve highly.

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

Pupils study a broad range of subjects. The curriculum is ambitious and constructed to meet the individual needs and interests of pupils.

Leaders and staff make certain that the curriculum is of equal quality across the school's two geographically separate sites. As a result, pupils achieve well.

In most subjects, teachers ensure that pupils learn the necessary key knowledge that they need to move on to the next stage of learning.

This is because subject curriculums are carefully designed. Teachers focus on developing pupils' vocabulary. Teachers also revisit key concepts to ensure that pupils know and remember more.

Several pupils have missed a considerable amount of education before they joined the school. They often have big gaps in their learning. Teachers use assessment procedures effectively to identify missing knowledge.

Pupils receive the help and support that they need and catch up quickly with their classmates.

In a small number of subjects, the curriculums are not as well established. Furthermore, some subject leaders are new to their role and in the process of developing their subject expertise.

As a result, the curriculums in these subjects are not delivered as well as they could be.

Leaders have introduced a whole-school approach to promoting reading for pleasure, as well as improving pupils' vocabulary, accuracy and fluency across all subjects. Pupils read with an adult and also enjoy independent reading.

Staff have been trained in the use of phonics to support weaker readers to catch up quickly. A new library has been created which is supporting pupils to read more often.

Pupils' behaviour is outstanding.

They want to learn, and they are proud of their many achievements. Pupils respond extremely well to the school's behaviour and reward system. The strong relationships between staff and pupils help pupils to settle down quickly to learning.

Staff know every pupil very well and intervene swiftly if a pupil needs additional support. Staff are highly skilled in helping pupils to manage their own behaviour. Consequently, low-level disruption is rare.

Leaders' and staff's work to promote pupils' personal development is successful. Pupils take an active part in the development of the school. For example, the student council were the driving force in improving the school building and the use of scooters at breaktimes.

The curriculum for personal, social and health education (PSHE), alongside weekly assemblies, develops pupils' tolerance and respect for different faiths and cultures. Pupils learn to debate and listen to one another. They can discuss different views and opinions in a considered way.

Careers education and guidance is threaded through each subject area. Pupils learn about career opportunities, for example in science or the arts. Pupils move successfully to local colleges and training providers to continue their education.

Although pupils receive information from providers about post-16 options, leaders have recognised that they would like pupils to know more about apprenticeships and work-based learning.

Leaders go above and beyond in their work with parents and carers. Strong, positive relationships with parents and pupils are a key foundation of the school's success.

Pupils have a settled start to the day, as staff whom they know well transport them to school. Form tutors communicate regularly with parents about pupils' achievement and well-being.

Governors have the necessary skills and commitment for undertaking their roles.

They understand their responsibilities. Governors support, challenge and hold leaders to account effectively for the work of the school.

Staff appreciate the support that they receive from leaders.

They said that their workload is manageable. Staff work together well to ensure all pupils become independent, confident and resilient young people, ready to take their next steps in life.

Safeguarding

The arrangements for safeguarding are effective.

Leaders carefully consider any information about pupils' attendance, behaviour or personal circumstances that may indicate a cause for concern. Staff refer any safeguarding concerns swiftly to leaders at the school. Leaders ensure that pupils receive the help that they need, including through any referrals to the local authority.

Leaders ensure that staff complete regular training to understand the many possible safeguarding issues that pupils may encounter. Leaders and staff teach pupils how to keep themselves safe and manage their mental health.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculums in a small number of subjects are relatively new and in the early stages of implementation.

Some subject leaders are new to their roles and they have had less influence on supporting staff to deliver these curriculums. This means that pupils do not learn as well in these subject areas as they do in others. Leaders should ensure that new subject leaders are supported to implement the new curriculums so that pupils' learning is consistent across subjects.

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