Braunston Church of England Primary School

Inspection of a good school: Braunston Church of England Primary School Braunston, Daventry, Northamptonshire NN11 7HF

p.1

Outcome

Braunston Church of England Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils are proud of their friendly school. Pupils respect their helpful teachers. They explain that their school is a family, ‘because we care and help each other’.

p.1

What is it like to attend this school?

Pupils enjoy residential trips and visits to historic sites. Pupils appreciate opportunities to learn to play different sports and represent their school. They learn to appreciate the natural world in outdoor activities. Pupils aim to be ‘courageous advocates’ and be responsible citizens in their community and beyond. They fundraise for charities. Older pupils are considerate helpers around the school.

p.1

What is it like to attend this school?

Pupils behave well and help each other. They take pride in ‘going for gold’ and earning tokens for their house team. They say bullying is rare and teachers deal with it quickly when it occurs. They trust staff to listen and help them resolve any worries fairly.

p.1

What is it like to attend this school?

Leaders have high expectations of pupils’ attitudes towards their learning. Pupils work hard and are keen to learn. They cooperate well with learning partners. Pupils show resilience to learn from ‘marvellous mistakes’ and improve. They benefit from reading a variety of books. They are confident solving problems in mathematics. They learn and remember more over time in many subjects.

p.1

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

All leaders and staff aim to give every pupil a good education. Leaders have created a positive and purposeful environment for effective learning. Leaders have identified the important knowledge and concepts that pupils need to know in all subjects. Leaders provide teachers with detailed guidance on the order in which to teach this knowledge to help pupils deepen their understanding over time. In some foundation subjects, this information is not used consistently well to check what pupils know, remember and need to learn next. 8 and 9 November 2022

p.1

2

Curriculum leaders are enthusiastic and knowledgeable about their subjects. However, leaders have not yet ensured all curriculum leaders of foundation subjects have the training and time they need. As a result, not all subject leaders know how well their subject is being taught across the school and how to help colleagues to improve further.

p.2

2

Leaders make sure that reading is a priority in the curriculum. They ensure that teachers teach phonics well from the start of Reception. Pupils read books that match their reading abilities. Pupils get off to a strong start with reading. Teachers select increasingly demanding books for pupils to study. Pupils read different types of text, including poetry, stories, non-fiction, and books that link to topics they study beyond the English curriculum. Teachers read to pupils every day. They explain the meaning of complex language that pupils encounter in books. Pupils talk enthusiastically about the books they study in class. They can talk about favourite authors and types of books. Pupils develop a love for reading.

p.2

2

Teachers help pupils to build their mathematical knowledge securely, so pupils feel confident and are successful. Teachers explain new ideas clearly, step by step. They check that pupils understand concepts before moving on. They identify any mathematical knowledge that pupils need to revisit. Teachers use practical resources well to help pupils solve problems.

p.2

2

Leaders place high importance on building pupils’ learning of new vocabulary across all subjects. Pupils are thoughtful about their choice of words to explain and describe what they know and think.

p.2

2

Leaders and staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND access the same curriculum as other pupils. Leaders and teachers identify the precise aspects of learning pupils find difficult. They ensure they receive appropriate support.

p.2

2

Staff ensure that children make a strong start to school. They make sure children are safe and happy in the early years. Children settle in well and quickly learn the routines of school life. Staff help children to build on important learning through interesting activities inside the classroom and outdoors. Leaders prepare children for Year 1 and beyond by making sure they gain the knowledge they need in the early years.

p.2

2

Leaders prioritise pupils’ mental and physical well-being. Pupils learn about different beliefs and family structures. Leaders have ensured that pupils have developed a clear understanding of right and wrong.

p.2

2

Parents appreciate that their children are happy and learn well at this school. Staff are proud to work here. They value the strong team ethos. Staff feel leaders treat them fairly and with respect. Leaders continue to find ways to streamline procedures to improve workload. Staff say that they are well supported by the trust, leaders and colleagues.

p.2

Safeguarding

The arrangements for safeguarding are effective. 8 and 9 November 2022

p.2

3

Pupils’ well-being is the number one priority. Well-trained staff share even the smallest of concerns with leaders. Staff know pupils, families and their community well.

p.3

3

Safeguarding records are robust and actions are appropriate. Leaders seek advice from other agencies. They are persistent in securing the support that pupils and families need. Leaders make appropriate checks on all adults working in the school.

p.3

3

Pupils say that they trust adults in school to listen and help with any worries. Pupils feel safe. They learn about respectful relationships. They know how to stay safe online.

p.3

(Information for the school and appropriate authority)

 Teachers regularly check pupils’ work. However, the effectiveness of these checks are variable in foundation subjects. Teachers are not consistently clear whether pupils have learned essential knowledge or concepts. Leaders should ensure that teachers check pupils’ understanding effectively in all subjects in a way which does not create an unnecessary burden for staff or students.  Some foundation subject leaders are new to their roles or new to the subject they are leading. They have not yet developed the skills they need to monitor their subjects well. Leaders should ensure that subject leaders receive training, and are given the time they need, to lead their subjects well.

p.3

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.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, of the same name, to be good in January 2014.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 8 and 9 November 2022

p.3

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8 and 9 November 2022

p.4

School details

Inspection number 10240581 Type of school Primary

p.5

School details

Date of previous inspection 23 May 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 The current headteacher was promoted from being deputy headteacher in September 2019.  The school joined the Peterborough Diocesan Education Trust (PDET) in July 2014.  This is a Church of England school. It last received a Section 48 inspection in February 2017.  The school does not use any alternative provision.  The school runs a before- and after-school club.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with school leaders and has taken that into account in her evaluation of the school.  The inspector met with the headteacher, the deputy headteacher, the assistant headteacher and other leaders. A meeting was held with the chief executive officer and representatives of PDET and the school’s local governing body. 8 and 9 November 2022

p.5

6

 The inspector considered a range of documents, including school policies.  The inspector carried out deep dives in reading, mathematics and history. This included meeting with subject leaders, visiting lessons and speaking with teachers and pupils. The inspector listened to pupils reading to adults, considered leaders’ curriculum plans and scrutinised samples of pupils’ work.  The inspector also met with other subject leaders and looked at curriculum documentation for some other subjects.  The inspector met with groups of pupils. The inspector visited the lunch hall and playground.  The single central record was scrutinised as part of the inspection of safeguarding. The inspector met with safeguarding leaders, spoke with a range of staff and pupils, and considered safeguarding records.  The inspector spoke with parents at the end of the school day. She considered the responses to Ofsted’s online questionnaire, Ofsted Parent View, and considered the

p.6

6

results of the Ofsted staff questionnaire. There were no responses to the pupil questionnaire.

p.6

Inspection team

Mandy Wilding, lead inspector Ofsted Inspector 8 and 9 November 2022

p.6

7

regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7