Brunel Primary and Nursery School

Unique Reference Number 131248 Local Authority Cornwall Inspection number 360240 Inspection dates 24–25 November 2010 Reporting inspector Paul Sadler

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Primary School category Community Age range of pupils 2–11 Gender of pupils Mixed Number of pupils on the school roll 254 Appropriate authority The governing body Chair Maria Ashurst Headteacher Peter Roberts Date of previous school inspection 8 July 2008 School address Callington Road Saltash PL12 6DX Telephone number 01752 848900 Fax number 01752 849749 Email address secretary@brunel.cornwall.sch.uk

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Age group 2–11 Inspection dates 24–25 November 2010 Inspection number 360240

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childcare provision

Age group 2–11 Inspection dates 24–25 November 2010 Inspection number 360240 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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childcare provision

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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childcare provision

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. They observed 13 lessons taught by 12 teachers and held meetings with staff, governors and a group of pupils. They observed the school's work, and looked at documentation including that relating to pupils' attainment and progress and to monitoring, evaluation and development planning. The responses to questionnaires completed by pupils, staff and 94 parents and carers were analysed. The team also inspected the registered childcare managed by the governing body. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Pupils' attainment and progress in English, especially that of boys and those identified with special educational needs and/or disabilities.  The extent to which the provision enables pupils to lead safe and healthy lives, to attend and behave well and contribute to the community.

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Introduction

 The quality and impact of monitoring, evaluation and strategic planning on pupils' progress.  The quality and impact of subject leadership.  The effectiveness of the Early Years Foundation Stage, including that of the pre- school, in developing early communication and social skills.

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Information about the school

The school serves a small coastal town, with some pupils coming from a wider area. A very large majority of pupils are of White British ethnicity. The proportion of pupils known to be eligible for free school meals is above average, as is the proportion with special educational needs and/or disabilities. These range from moderate learning or behavioural difficulties to more profound disabilities. In 2009 the governing body took management responsibility for a pre-school located on the site. Also located on the site are a children's centre and a nurture group to which the local authority allocates pupils from other schools who are experiencing behavioural difficulties. Situated alongside the school are a health centre, leisure centre, public library and other public services.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school, as it was at its last inspection in 2008. However, since that inspection, several important aspects of the school have shown significant improvement and are now outstanding. The governing body's decision to take on the management of the pre-school has enabled the school to make a continuum of provision for children aged from two onwards. Although this is a relatively recent development, children in the Early Years Foundation Stage are already making improved progress due to excellent teaching and a vibrant and stimulating indoor and outdoor environment. They enter Year 1 well prepared for more formal education. All pupils feel very safe in school, behave well and have an excellent understanding for their ages of personal safety and of the importance of exercise and a healthy diet. They make an outstanding contribution to the community, both within school, as members of the school council for example, and in the wider

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Main findings

community through long term projects such as raising money to fund a school in Africa. These strengths in pupils' personal development are a reflection of their excellent spiritual, moral, social and cultural development and the outstanding care, guidance and support they receive. The school is an inclusive establishment that encourages pupils to reflect on their own and others' circumstances and experiences. This approach is enhanced by the school's outstanding partnerships with, among others, the nurture unit and children's centre on the site and with others both locally and from wider afield. There are also excellent relationships with parents and carers who are almost universal in their praise of the school. These features lead to outstanding promotion of community cohesion and a climate in which equality of opportunity is very strongly promoted and potential discrimination is not tolerated. A relative weakness is in pupils' attendance which, in spite

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Main findings

of the school's best efforts, is improving too slowly and remains average. Pupils make good progress in Years 1 to 6 and their attainment in English and mathematics is average, representing good progress. Improvements in attainment have been more erratic in English than in mathematics, but the school has identified relative weaknesses, such as in the progress of some boys, and has put in place successful strategies to rectify them. Teaching in Years 1 to 6 is good, with particularly good use of day-to-day assessment to show pupils how to improve their work, and very effective use of teaching assistants. The planning of lessons to fully meet the needs of all pupils is less consistently good and the use of information and communication technology as a learning tool for pupils, while very good in some classes, is also variable. The curriculum is being developed further and a new approach emphasising worldwide issues and challenges is

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Main findings

accelerating pupils' progress, but is as yet more effective in some classes than others. Under the leadership of the experienced and reflective headteacher and knowledgeable members of the governing body, the school is responding well to the issues it has correctly identified through effective self-evaluation. For example, there has been a quick

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

response to a sudden unexpected influx of new pupils in the appointment of an additional teacher. This is clearly an improving school that has a good capacity to make continued progress and which is rightly aiming to achieve overall excellence.

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What does the school need to do to improve further?

 Ensure that all lessons are planned to maximise pupils' progress by: focusing on the things that pupils are expected to learn as a result of the teaching that takes place using assessment more consistently to identify the learning needs of each pupil reflecting the best practice that already exists in the school.  Strengthen existing strategies to improve attendance by providing some parents and carers with more effective guidance on the impact of low attendance on their children's learning and development.

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Outcomes for individuals and groups of pupils 2

Pupils' attainment in reading, writing and mathematics at the end of Year 2, and in mathematics at the end of Year 6, has risen steadily since the last inspection. For example, pupils in Year 3 confidently manipulated and interpreted data presented in tables, graphs and charts. In English, improvement has been more patchy with some boys, especially those with moderate learning difficulties, making slower progress. However, the school recognised this and gave extra support to these pupils and there is good evidence that all pupils, including those with special educational needs and/or disabilities, are now making equally good progress in all subjects. For example, pupils in Year 6 worked well in ability-based groups studying the science of light. Those of average or above average attainment successfully designed their own experiments under the guidance of the teacher and her assistants, while the lower attaining pupils made good

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Outcomes for individuals and groups of pupils 2

progress because of patient and sensitive intervention by another teaching assistant. Pupils' writing also shows good progress from year to year, with Year 6 pupils producing well-written, thoughtful and accurate work. Pupils are well prepared for the next stage of their education, although limited access to resources restricts the development of information and communication technology skills for some, mainly younger, pupils. Pupils behave and care for each other well. There is occasional restlessness in the few lessons where the teaching does not fully meet their needs, but inspectors saw no other examples of poor behaviour. Pupils are aware of potential danger, for instance by ensuring that visitors are wearing an official badge, yet they also assess risk in their energetic exercise and play. The school council takes its work seriously. Its members act as a listening ear for pupils with problems. While the great majority of pupils attend well, a few

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Outcomes for individuals and groups of pupils 2

parents and carers do not always recognise the importance of getting their children to school every day and on time.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teachers use an exciting range of strategies to motivate and interest pupils, such as by dressing as Cleopatra to introduce work on Ancient Egypt, or using a mirrored box that appears to make an object float in the air when studying the behaviour of light. These are examples of the good developments taking place in strengthening the curriculum, which is focused on developing pupils' understanding of the world, its people and cultures, and which is enhanced by a good range of additional activities such as clubs and visits. A further strength is the very astute use of the skilful teaching assistants, who are especially skilled in the use of questioning and in encouraging pupils to discuss sensitive issues. In most respects, teachers also use assessment very well, for example to set targets which pupils have in front of them as they work. The use of assessment to plan work that fully meets the needs of all is more variable, as is ensuring that pupils are clear about what

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How effective is the provision?

they have learned from each lesson. However, in the best lessons all these features are developed very well, and the identification of the learning needs of those making slower progress and the use of strategies to improve their progress is effective across the school. The good work of teaching assistants is an example of the excellent care, guidance and support that pupils receive. Great attention is given to support for pupils and families experiencing difficulties, and a wide range of expertise is drawn on to enable this to be of the highest quality. The expertise provided by the children's centre and nurture group

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

leader is particularly valuable in this respect. This high level of care starts in the pre-school and continues throughout the school.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher, staff and members of the governing body share a strong ambition for the school to be an inclusive establishment which provides the best possible education for pupils. It rightly includes their families as an essential part of that process, and takes a lead in coordinating its efforts with the onsite children's centre and other nearby agencies in order to achieve success. The governing body is effective in monitoring the school's work and subject leaders are having a good impact on raising pupils' attainment. The excellent leadership of the Early Years Foundation Stage and the bold decision of the governing body to manage the pre-school have contributed to children receiving the best possible start to their education. Other middle leaders have, through astute monitoring and identification of pupils' needs, strengthened teaching and provision for pupils with special educational needs and/or disabilities.

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How effective are leadership and management?

All requirements to keep children safe are in place, with high quality policies that are monitored effectively. Minor updates needed to some documentation were quickly carried out when inspectors drew them to the school's attention. As already stated, the school's work concerning equality of opportunity, tackling discrimination and promoting community cohesion are outstanding, and pupils demonstrate a high level of empathy and understanding towards those of different backgrounds or abilities.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Within twenty minutes of an early fall of snow, some children were playing in it outdoors, others were painting snow scenes and yet more were in animated conversation with staff and each other about temperature and weather. Resources, from wellingtons to white paint, appeared as if by magic. This was an example of the excellent planning and teaching that enables children to learn and develop through their own interest and motivation. Their progress is carefully tracked by using assessments that start for some in the pre-school, and the teaching and activities they are offered are carefully tailored to move them on to the next stage of their learning. Many start school with levels of skill and knowledge that are below, or well below, those expected of children of their ages. By the time they enter Year 1 the great majority have attained the expected levels and have made excellent progress, and leaders are rightly keen to ensure that this is the case for all

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Early Years Foundation Stage

children. Children are very well cared for and all welfare requirements are in place. Links with parents and carers, the adjacent children's centre and other agencies are excellent. Outstanding leadership and management have brought to fruition the governing body's vision for excellent provision for children aged from two to five, through the very effective use of the complementary skills of the highly-motivated staff team. The childcare provided in the pre-school meets the requirements of its registration with Ofsted in full. It shares the strengths of the provision for children aged 3 to 5.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Almost all of the parents and carers who returned the inspectors' questionnaire expressed a high level of satisfaction with the school. There were many positive comments, such as, 'I am particularly pleased with the inclusive aspects of the school,' which, among others, is an example which inspection evidence strongly upholds. A few parents and carers felt that the school did not manage poor behaviour well or help them to support their child's learning. Inspectors found no evidence to support these views.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Brunel Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 94 completed questionnaires by the end of the on-site inspection. In total, there are 254 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 59 63 34 36 0 0 0 0 The school keeps my child safe 56 60 36 38 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 50 53 40 43 1 1 2 2

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Total % Total % Total % Total %

My child is making enough progress at this school 44 47 45 48 4 4 1 1

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Total % Total % Total % Total %

The teaching is good at this school 52 55 42 45 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 45 48 42 45 5 5 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 50 53 40 43 4 4 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 37 39 49 52 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 46 48 43 46 4 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 46 49 34 38 6 6 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 38 40 47 50 4 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 42 45 47 50 1 1 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 57 61 36 38 1 1 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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carers to share with their children. It describes Ofsted's

29 November 2010 Dear Children and Pupils

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Inspection of Brunel Primary School, Saltash PL12 6DX

Thank you for making us so welcome when we visited your school. We very much enjoyed talking with you and seeing your work. Yours is a good school. It was good when other inspectors came two years ago, but it is even better now. Your headteacher and members of the governing body lead the school well and some things about it are excellent. These include:  Issy's pre-school, nursery and reception (we call this the Early Years Foundation Stage)  the way you all feel safe and know how to keep safe and healthy  the help you give each other and people outside school, like the school in Africa  the way you are cared for and looked after by the staff  the school's links with your parents and carers and with places like the children's centre. You all make good progress with your learning and when you leave in Year 6 you attain average results in English and mathematics tests. You also behave well. We thought your

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Inspection of Brunel Primary School, Saltash PL12 6DX

new curriculum was especially exciting and enjoyed seeing Year 6 learn about the science of light. Even good schools can improve so we have asked the staff to do two things. These are to make sure that all the lessons are as good as the best and that you always understand what you are learning from the lesson, and to improve your attendance. You can help by always coming to school unless you are genuinely too ill to do so. Most of you do this anyway, but there are a few who do not.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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