Brotherton and Byram Community Primary Academy

Highlights from Latest Inspection

Outcome

Brotherton and Byram Community Primary Academy continues to be a good school.

The headteacher of this school is Ben Greene. This school is part of Ebor Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gail Brown, and overseen by a board of trustees, chaired by Rachel Mary Totton.

What is it like to attend this school?

The school's values of 'courage, honesty, trust and respect' are at the heart of everything that Brotherton and Byram Primary Academy has to offer. Pupils talk about the values in detail and understand the high expectations the school has of them. One pupil said, 'The... values help us to be good people and make the school a better place.'



Pupils get on well with each other and have a sense of belonging in this caring and nurturing community. Pupils greet visitors with a smile and a warm welcome. They are sociable, friendly and good natured.

The 'daily check-in' gives every pupil a chance to talk about their feelings. Children learn the language they need to describe their emotions right from early years. The school provides high-quality pastoral care.

Pupils enjoy coming to school and attend regularly. They know how to behave sensibly and usually do. The rewards that pupils receive help them to behave well.

Pupils are proud to be placed on the 'Wow Board'. They take their responsibilities seriously, such as being a sports leader or a member of the trust parliament.

Pupils know how to keep themselves safe when online and in their local community.

The 'safeguarding thought of the week' and visitors coming into school remind pupils how to do this. Pupils learn about important issues, such as road safety and anti-social behaviour.

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

The curriculum is clearly sequenced.

It sets out the key knowledge that the school wants pupils to learn from early years to Year 6. Pupils with special educational needs and/or disabilities (SEND) are quickly identified. The curriculum is adapted so that pupils with SEND access the same learning and achieve well.

In lessons, a variety of approaches are used to teach activities that help pupils to remember the intended curriculum. Teachers present new learning clearly. Through effective questioning, adults check pupils' understanding.

Teachers adapt pupils' learning when they notice any misconceptions. At the end of a unit of work, teachers check how well pupils have learned the content. Leaders at all levels know how well pupils are learning the curriculum in phonics and mathematics.

However, the school's systems to check pupils' learning in the wider curriculum subjects, such as history, are not developed consistently. In these subjects, the school does not have a clear understanding of how well pupils are learning over time.

Early reading is a high priority in school.

The phonics programme is taught consistently and effectively. The school ensures that children begin the phonics programme as soon as they start in Reception. The books that pupils read match the sounds that they know.

This helps pupils to practise and apply their phonics knowledge when reading. Staff provide effective support for pupils who are not keeping pace with the programme. These pupils are given the support they need to catch up quickly.

However, there is more to do to develop the key stage 2 reading curriculum. The school has not identified precisely enough the important reading knowledge that pupils in key stage 2 need to learn. Some older pupils are not able to read as confidently and fluently as they should.

Children are sociable and happy in early years. Children in Nursery and Reception hold friendly conversations and listen to each other. The curriculum is carefully designed to engage children's interest.

Children benefit from a range of carefully considered activities. Children work with increasing independence. They explain their learning clearly to adults.

Children are proud to show what they have achieved. Adults use these conversations to extend children's vocabulary and language. Children treat each other with kindness and respect.

They manage their emotions well.

Staff have high expectations of pupils' behaviour. Playtimes are fun and safe.

Bullying rarely happens. Positive attitudes towards learning are embedded in the school's culture. Pupils stay focused on their learning, including in early years.

Pupils are polite and respectful towards adults. When incidents happen, adults use a restorative approach quickly and effectively. This enables pupils to reflect on their own behaviour and think about its impact on others.

The school ensures that pupils have opportunities to broaden their experiences and know their place in the world as responsible citizens. Pupils enjoy attending clubs and representing the school in sports competitions at the local high school. This helps pupils to develop their identity and self-esteem in their own community.

One parent said, 'The school encourages the children to respect each other and encourages individuality and confidence.' Pupils have a clear understanding of people's differences, other faiths and fundamental British values.

The school is proud of its pupils.

The local community is well understood by leaders, including governors and trustees. Governors know the school well and provide valuable insights, support and challenge. There is a strong culture of developing teachers' expertise and leadership knowledge.

Staff appreciate the thoughtful ways in which leaders consider their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the foundation subjects, the school's systems to check what pupils have learned over time are not fully developed.

This means that the school does not have a secure understanding of the essential knowledge and concepts that pupils are remembering. The school should continue to develop an effective system to check how well pupils learn and retain key knowledge. ? In the key stage 2 reading curriculum, the school has not identified the most important knowledge that it wants pupils to learn by the end of each year group.

This means that some pupils are developing gaps in their reading knowledge. The school needs to develop a clearly sequenced approach to teaching reading in key stage 2 to ensure that all pupils learn to read confidently, fluently and accurately.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in May 2018.

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