Brookland Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Brookland Infant and Nursery School is an inclusive school.

The right of everyone to be respected and included is central to the ethos and reflected in the school's motto of 'Be Kind, Grow Together, Learn Forever'. The school's values of courage, respect, friendship, tolerance, honesty and responsibility are woven throughout school life. Parents and carers are highly appreciative of all the school has to offer and its prominent place within the community.

Pupils are kept safe. They know there are lots of trusted adults who look after them. Pupils are typically kind to each other and know they can report any concerns they might have to get the help they need.

...They understand the 'golden rules' for behaviour and follow these consistently in class.

Pupils generally achieve well. Expectations for learning are clear.

These are embedded in some subjects, but are not as strong across other aspects of the curriculum. Pupils are typically well prepared for the next stage of their education.

Pupils have extensive opportunities to take on additional leadership roles.

They apply for the 'jobs' on offer, understanding that this is an important and fair part of securing a role. This prepares them well for life beyond school and their future aspirations.

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

Leaders are ambitious for all pupils.

The curriculum in English and mathematics is well developed and enables pupils to know and remember more. This is reflected in the outcomes pupils achieve in reading, writing and mathematics.

Leaders have prioritised early reading.

All staff have been trained to teach phonics consistently. Children start learning letter sounds from their first days in school. Those at risk of falling behind are swiftly identified, and additional opportunities put in place for them to ensure that they catch up.

Books used to teach reading are closely matched to the sounds pupils know. As a result, pupils are becoming fluent and confident readers. A love of reading is promoted extensively across the school.

For example, a reading shed outside allows parents to donate, swap or take books to read at home. This ensures that all pupils can experience a wide range of books to read for pleasure.

In all subjects, leaders have developed an ambitious curriculum that sets out the knowledge, skills and vocabulary that pupils need to secure.

Children get off to a good start in early years. Learning progresses in a logical order, with time made for children to revisit and practise important concepts. This helps them to tackle more complex ideas over time.

For example, in mathematics, children learn to count accurately with the help of objects and a tens frame. This gives them the foundation knowledge that they will need to tackle more complex calculations in Years 1 and 2.

Similarly, the physical development curriculum is designed to help children in early years to develop their core strength and balance.

Children access this provision outside, developing their skills and showing high levels of engagement. This prepares them well to access the physical education curriculum and develop the posture needed to sit and write for longer periods later on.

The implementation of some subjects beyond English and mathematics is less consistent.

In some instances, staff subject knowledge is not fully secure. Where this is the case, assessment is not used as precisely to identify and address pupils' misconceptions. As a result, this limits the depth of understanding that some pupils achieve in these subjects.

Pupils with special educational needs and/or disabilities (SEND) are well catered for. Staff know pupils incredibly well and this ensures that support is tailored to need. Thoughtful adaptations, such as visual timetables and workstations, help pupils to access the same curriculum as their peers, wherever possible.

Behaviour in lessons is good and pupils are eager to learn. Pupils are well motivated and work confidently on their own or with their peers. Behaviour is sometimes less consistent when pupils move around the school.

Most pupils attend school regularly and on time. Effective support is in place for those whose attendance needs to improve.

Provision for pupils' personal development is exceptional.

For example, the curriculum is designed to help pupils understand and respect different faiths. Visits to local places of worship enrich this learning further. Pupils and parents appreciate the range of additional activities that are on offer, including singing, art, karate, chess and science, as well as a residential visit for pupils in Year 2.

All pupils benefit from swimming lessons in the on-site pool each year.

Staff are overwhelmingly positive about the support that they receive from leaders to manage their workload and well-being. Leaders and those responsible for governance have an accurate view of the strengths and priorities of the school.

For example, leaders have rightly identified the need for subject leaders to increase their oversight of the curriculum areas they manage so that they can provide more timely support for staff. Appropriate plans are in place to enable this to happen.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some aspects of the curriculum beyond English and mathematics, assessment is not used with consistent precision to identify and address any errors or misconceptions in pupils' knowledge. As a result, some pupils develop a less secure body of knowledge in these subjects. The school should ensure that appropriate training and support is provided so that the curriculum is implemented consistently and impacts well on pupils' learning and achievement.

• The oversight of some subjects is not as robust as it should be. As a result, aspects that need further development are not consistently identified and acted on. The school should carry out its plans to ensure that subject leaders are supported to check the implementation of the curriculum and its impact on pupils' achievement.

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