Brookvale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy being part of this caring and welcoming school. They know that staff care about them as individuals.

Pupils recognise that teachers put a spark into learning to make it fun and enjoyable. The school has high expectations for what pupils can achieve. It has fostered a supportive learning atmosphere that enables pupils, including those with special educational needs and/or disabilities (SEND), to succeed.

The outdoor learning programme adds considerably to the pupils' experiences in school. Typically, pupils achieve well.

Pupils behave well.

There is a calm atmosphere throughout the school. Pupils show high levels of consider...ation and respect for others, for example, they carefully listen to each other's points of view.

Pupils are proud of the positive contributions that they make to the school.

For example, pupils recently helped to develop the school's orchard and meadow. Pupils and staff have raised money for a charity that is close to their hearts. Pupils benefit from trips locally and further afield that widen their horizons.

They particularly enjoy the adventure days and school sleepovers in tents that help to build their independence.

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

At the heart of this school is a shared ambition that pupils, including those with SEND, will have the best start to their education. The school empowers pupils to become reflective and resilient learners who are also team players.

Pupils, and many families, feel well supported by the provision that the school puts in place to help them. For example, regular coffee mornings help to form a productive bridge between home and school. The school's work to promote positive attendance is very effective.

Pupils, particularly love earning class rewards for their regular attendance. This work means that attendance rates are above the national average.

Staff feel valued.

Their morale is high. They are proud to work at the school. The school takes staff's well-being into account when making any changes.

For example, the changes to the curriculum have been well received by staff. This is because staff can see that the new curriculums are making a difference to pupils' learning.

The published data does not reflect the strengths of the educational offer at this school.

In 2023, pupils' attainment in reading, writing and mathematics at the end of Year 6 was below the national average. Weaknesses in the previous curriculum and the negative impact of the COVID-19 pandemic explain why these pupils were not as well prepared for secondary school as they should have been.

Most curriculum areas are well designed.

The school has structured the curriculum so that pupils build their knowledge and make connections in learning over time. However, there are some subjects that have not been as well thought through. In these subjects, the school has not identified the subject content that pupils should learn, or the order in which they should learn it.

This means that there is uneven coverage of these subjects, which causes some gaps in what pupils know and can do. Additionally, the school does not check well enough how effectively staff implement these subject curriculums. As a result, it is not able to spot when staff need additional training and support.

Staff choose activities and resources that support pupils to learn the curriculum well. In lessons, staff are adept at identifying and addressing misconceptions. Nevertheless, in a few subjects, assessment strategies are not used well enough to check that pupils learn and remember specific knowledge.

Consequently, teachers are not picking up and resolving gaps in learning.

The school has prioritised early reading. Staff are well trained to deliver the phonics programme successfully.

Children in the Nursery Year learn songs and rhymes that prepare them well for learning how to read in the Reception class. Pupils in key stage 1 practise their phonics knowledge by reading books that contain the sounds that they already know. Those who struggle with reading get the extra support that they need to learn all that they should.

Most pupils develop into fluent readers in readiness for key stage 2.

Skilled staff quickly identify the additional needs of pupils with SEND. These pupils benefit from well-targeted adaptations to the implementation of the curriculum.

This enables them to successfully follow the school's curriculum. The school helps external professionals and parents to liaise well together to support pupils.

Pupils work conscientiously and they understand and follow the school's rules well.

This helps everyone to get on with their learning. Pupils appreciate being celebrated when they are identified on the 'I am kind' wall.

The programme to support pupils' personal development prepares pupils well for life in modern Britain.

Pupils learn to become responsible young people. They value the many differences between themselves and others. Pupils relish opportunities to develop their leadership skills.

For example, older pupils act as 'Brookvale buddies' and play leaders. In these roles, they foster the family approach across school.

The governing body performs its roles well.

It is committed to the school community and is ambitious for pupils.

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 subjects, the school has not identified the subject content that pupils should learn.

This makes it difficult for teachers to know what they should teach and when this should happen. As a result, some pupils develop gaps in their knowledge over time. The school should ensure that in these subjects, teachers are clear about the knowledge that pupils should learn and the order in which this should be taught.

• In a few subjects, the school is not checking well enough to make sure that the intended curriculum is being delivered consistently well. This means that it is not identifying when teachers need further support to make sure that pupils learn all that they should. The school should ensure that it has a greater insight into the delivery of the curriculum and the impact that it is having on pupils.

• In a few subjects, the gaps in some pupils' learning are not addressed swiftly enough. This means that some pupils do not have the secure base on which to build new knowledge. The school should ensure that staff are well equipped to spot and tackle gaps in pupils' learning so that they make smooth progress through the curriculum.

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