Brunswick Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school recognises how changes in leadership over time have had a negative impact on the quality of education provided to its pupils. Recent rapid improvements reflect the ambition of leaders to ensure that all pupils will now get the teaching and support they need to achieve well.

Pupils are beginning to learn from a broad curriculum which is now more coherently planned. However, currently, the way some subjects are taught is inconsistent. This means that pupils do not learn as well as they should across the full curriculum.

Pupils feel safe and learn in calm classrooms. Staff create a caring and nurturing environment. Pupils attend well because they enjoy school....

They value the diversity of the pupil population. Many initiatives, such as the school's 'belonging week', help everyone to feel welcome and included. The 'safe space' pupil group helps to promote tolerant and respectful attitudes.

Pupils benefit from a rich and varied enrichment offer. Clubs are numerous and pupils' active participation in the school fosters a sense of citizenship. For example, the 'gardening gang' enjoy looking after the school grounds.

The school supports pupils to develop strong communication and teamwork skills through focused activities beyond the formal curriculum. Regular meetings and votes ensure that all pupils have a voice in school improvements, promoting a democratic culture.

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

Currently, pupils are not learning as well as they should or as well as leaders intend across the school's curriculum.

There is evidence of some recent actions that are having a positive impact on pupils' attendance and behaviour and how well pupils are supported to learn to read. The reorganisation of staff has provided further capacity to continue this work. Governors have a strong understanding of the context of the school.

They hold leaders to account to make the much-needed improvements to the education that pupils receive. However, leaders acknowledge there is still much more to do to ensure that pupils can learn what they need to be ready for the next stage of their education.

Pupils' reading knowledge and skills have already improved significantly as a result of recent changes.

Staff have the expertise to teach the school's phonics scheme effectively. Pupils quickly learn new sounds and words in a logical order, developing their ability to read confidently and fluently. Staff carry out regular assessments to identify any pupils who need additional help.

This support is provided quickly so pupils can keep up with their classmates. Consequently, pupils learn to read well.

Despite the improvements to the way that reading is taught, pupils do not consistently achieve as well as they should across the breadth of the curriculum.

Recent work to redesign the curriculum means the knowledge that pupils should learn is identified and sequenced in a logical order in most subjects. However, in some, the information teachers have to enable them to know what to teach and when lacks precision. Leaders know this and are continuing to refine exactly what pupils should learn at each stage.

The way the curriculum is taught is variable. Although teachers typically have strong subject knowledge, and some subjects are taught well, this is not consistent across the full curriculum and all classes. The way new learning is introduced and the activities set for pupils do not always help them to build on prior learning.

Additionally, teachers do not always systematically check what pupils have learned. This means that they do not consistently address pupils' gaps in knowledge, or ensure that pupils move on to new learning when they are ready to do so.

In early years, the way the curriculum is planned and implemented is much more effective.

Here, there is a rich and stimulating environment. Children engage well with the activities that are provided for them. The language-rich environment helps to develop their communication.

This includes children with special educational needs and/or disabilities (SEND). Across the school, including in Reception, the individual needs of pupils with SEND are well understood and catered for. Those with the highest levels of need benefit from expert support.

Pupils behave well. The way they conduct themselves as they move around the school site is impressive. Strategies such as the 'Just Right' boards in classrooms help pupils to learn to manage their feelings and emotions.

Pupils feel confident to talk to adults if they have any problems, using 'Bubble Time' to discuss any worries they may have.

The school's highly effective approach to promoting pupils' personal development is a strength. Pupils have an age-appropriate understanding of online safety.

They are well informed about the risks of social media and know who to approach for help if required. Pupils' understanding of healthy relationships is carefully cultivated. Breaktimes provide a well-enjoyed opportunity to play with friends.

The rich variety of activities available at this time is cherished by pupils. Leadership roles, such as 'playtime buddies', help younger pupils socialise, promoting a harmonious school environment.

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, leaders have not yet precisely identified and fully sequenced the detailed knowledge that they want pupils to learn. This means that pupils do not always systematically build understanding over time and means they do not achieve well across the school's curriculum. The school should continue its work to explicitly identify what pupils should learn in all subjects in readiness for the next stage of their education.

• There are inconsistencies in the way the curriculum is taught. The way new learning is introduced, and activities provided, do not always build pupils' knowledge and understanding. The school needs to ensure that teachers deliver the intended curriculum consistently well to maximise pupils' achievement across all subjects.

• Some teachers are not yet consistently following the school's curriculum plans. This means that pupils do not always precisely build the important knowledge and skills they need to achieve well. The school needs to ensure that checks are made on how well the curriculum is implemented and provide further support where needed.

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