Redbrook Church of England Primary School

Highlights from Latest Inspection

Outcome

Redbrook Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils at Redbrook are happy, settled and safe. They are supported by staff to uphold the school's motto of 'Love, Learn, Live'. Relationships between staff and pupils are warm and respectful.

Pupils know what it takes to be a good friend. They enjoy harmonious playtimes together. The school's 'extended family' ethos is appreciated by pupils and parents and carers alike.

The school's curriculum helps pupils learn how to be physically and mentally healthy. Pupils learn how to keep themselves safe in scho...ol, online and in the community. They talk with confidence and knowledge about people's religions and faiths.

Over time, pupils develop the skills to learn with greater independence and resilience. They consistently show they want to do their best. Pupils have positive attitudes to their learning.

Since the previous inspection, the school's curriculum has been reviewed and redesigned. This has raised expectations of what pupils can achieve. The ambitious curriculum helps pupils to learn and meet the end-of-key-stage national expectations.

Pupils with special educational needs and/or disabilities (SEND) are appropriately supported to achieve well. Pupils enjoy school, and most attend regularly.

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

The school, alongside its governors, monitors the impact of the curriculum on pupils' achievements closely.

Staff work with colleagues from the federation to frequently review and adapt the curriculum to meet the needs of pupils. This shared subject leadership and curriculum development helps staff to successfully manage their workload. This contributes to the support for staff's well-being.

The curriculum's focus on diversity has ensured that pupils learn about some aspects of life in modern Britain. For example, pupils know about the fundamental British values of tolerance and democracy. However, pupils are unsure about the different cultures and communities found in Britain and across the world.

Therefore, pupils have not secured their knowledge of what is similar and different between people and their experiences of life. This does not help to prepare them well for life beyond primary school. Their experience, knowledge and understanding of life in modern Britain is limited.

Knowledgeable staff teach the school's curriculum effectively. Pupils demonstrate secure subject knowledge, particularly in English and mathematics. Staff skilfully help pupils to practise and use the correct letters and sounds in their reading and writing.

Pupils enjoy reading. They talk about books with confidence and joy.

The school monitors pupils' progress through the curriculum closely.

Pupils regularly review important concepts in their lessons. In most subjects, teachers check, identify and rectify any gaps in pupils' subject knowledge effectively. This helps pupils to build on their prior learning, secure new knowledge and make connections between important concepts.

However, in some subjects, the school does not use assessment information effectively to build pupils' knowledge securely.

Pupils who require additional support to keep up with the curriculum's expectations receive appropriate help to meet their needs. The school works in partnership with parents and external professionals to ensure pupils receive appropriate individualised support for any SEND they may have.

Information from home and school helps to develop pupils' support plans.

The school's strong working relationships with parents have also led to a significant improvement in most pupils' attendance. Pupils' attendance is frequently checked.

Staff take swift action to support families if their child's attendance starts to decrease. Agreed actions to improve pupils' attendance are bespoke and successful.

Pupils' behaviour in and around the school is positive.

They know and understand the school's expectations and respond appropriately. Pupils who need additional help to recognise and manage their feelings and emotions are well supported. This means that in the classroom, pupils can concentrate on their learning.

Staff teach pupils the strategies to deal with friendship issues successfully. As a result, pupils of all ages play well together.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Improvements to the use of assessment information in the wider curriculum are very recent and have not had an impact on pupils' gaps in knowledge. In a few subjects, pupils do not learn as well as they could. The school must continue its work to refine assessment so that learning builds on what pupils already know and closes gaps in knowledge across the wider curriculum.

• The school has not ensured that pupils are well prepared for life in modern Britain. Pupils' knowledge of the cultures and people living in Britain is superficial. The school should prepare pupils for life in modern Britain effectively so that they understand and respect differences in the world.

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 first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.