Brunton First School

Highlights from Latest Inspection

Outcome

Brunton First School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Brunton First School is nurturing and welcoming. The inclusive culture is palpable.

The school prioritises the character development of pupils. This is a golden thread that runs throughout their school life. Pupils are keen to display positive attitudes to their learning.

They are motivated by the many ways the school promotes and rewards this.

The school has recently introduced an ambitious curriculum. Pupils benefit from this.

They achieve well, including those with special educational needs and/or disab...ilities (SEND). Pupils are eager to contribute their ideas in lessons.

Pupils are actively involved in extra-curricular activities, leadership roles and community projects.

They access superb cultural activities, for example through the school's collaboration with the Royal Opera House. The well-being of pupils is well considered. Pupils and staff benefit from the mental health workshops the school provides.

Behaviour is excellent throughout the school. The recently revamped school values are important to pupils. They reflect on them when making decisions.

Pupils are safe in this school. They know that they can talk to trusted adults if they need to. Parents are overwhelmingly positive about the school.

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

The recent changes to the curriculum have been effective in raising pupils' achievement, particularly in reading and mathematics. This is reflected in their confidence and enthusiasm for learning. In core subjects, such as reading and mathematics, the curriculum is well sequenced and highly effective.

In these subjects, pupils are clear about the knowledge and skills that they are developing. In some foundation subjects, the curriculum is still undergoing development. In these subjects, pupils are not clear about the important knowledge they need to retain to help them be successful in the next stage of their learning.

The school is highly inclusive in its approach to supporting pupils with SEND. Their needs are quickly identified and the school draws on external advice to best meet them. Staff collaborate effectively to ensure that pupils' needs are met.

This allows pupils with SEND to participate in lessons well and access the ambitious curriculum.

Early reading is a priority. Pupils benefit from the ongoing training staff receive.

Children begin learning to read as soon as they join Reception. They quickly become confident and fluent readers. The support for weaker readers is effective and timely.

Pupils love reading. They are proud of the new library and the wide range of diverse texts they can access.

Children make a strong start in the early years.

In recent years, the school has changed the Reception classroom and curriculum to better meet children's needs. There is now an engaging and language-rich environment. The school invites visitors in to bring children's learning to life.

Children are excited to share their learning. They are well prepared for Year 1.

Pupils behave well, both in lessons and around the school.

The school teaches pupils how to reflect on their emotions and behaviour. They do this well. Instances of poor behaviour are rare and, if they do happen, are dealt with quickly.

Kindness and good manners are celebrated throughout the school day. A particular highlight for pupils is to be chosen to sit at the 'top table' in the lunch hall for demonstrating these. Most pupils attend school well and on time.

For the small minority who do not, the school has developed effective systems to address this.

The character development of pupils is a key strength. Pupils are offered a wide range of well-thought-out opportunities.

These range across a wide variety of extra-curricular clubs, leadership roles and participation in community activities. These develop pupils' sense of citizenship in a well-rounded way. The additions to the personal, social and health education curriculum promote equality, entrepreneurship and resilience.

This wealth of work ensures that pupils are well prepared for life beyond school.

The newly restructured leadership team and governors are highly committed to the school's inclusive ethos. The governors provide effective support and challenge.

There is a clear vision for continuous improvement. Where changes have been made, the school has ensured that this is done in a way that considers staff's workload and well-being. Professional development enhances staff's expertise and specialisms well.

Staff are supported well in this school. They are proud to work here.

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 foundation subjects, there is not enough focus on the important knowledge pupils need to remember in the delivery of the curriculum. This means pupils do not remember some of the key information and vocabulary that they need to be successful in their next stage of learning. The school should focus on prioritising the key knowledge pupils need to know and ensure that there are opportunities for pupils to revisit this learning over time.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 second ungraded inspection since we judged the school to be good for overall effectiveness in November 2015.

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