Brington Primary School

Inspection of Brington Primary School Little Brington, Northampton, Northamptonshire NN7 4HX

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Inspection dates: 12 and 13 September 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 12 and 13 September 2023

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What is it like to attend this school?

This is an ambitious school. There is a resolute focus and drive for improvement. At the heart of decision-making are pupils’ needs. The school is determined that all pupils should achieve, particularly those who are disadvantaged. A comment by one parent, typical of many parents and carers, was: ‘You can feel the positive energy that will allow our children to flourish.’

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What is it like to attend this school?

Central to the school are its values of ‘Respect, Equality, Determination, Kindness, Honesty, Resilience’. Pupils understand the significance of these values and aspire to live by them. The school celebrates these in the ‘VIP assembly’. When chosen for demonstrating these values, pupils are proud to walk down the red carpet to receive their award. Pupils behave well. They say bullying rarely happens. Pupils feel safe and enjoy coming to school.

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What is it like to attend this school?

There are a range of opportunities for pupils to develop beyond the academic. Residential trips help pupils to experience adventure sports and to develop character. There is a high emphasis placed on pupils’ physical and cultural development. Pupils experience a range of sports. There are opportunities to learn to play instruments, such as the guitar, ukelele and violin. Visits to places of interest enrich the curriculum.

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better?

The school places a high priority on pupils’ learning to read. They learn to read as soon as they join Reception Year. The recent introduction of a new phonics programme has raised expectations. Knowledgeable staff provide swift support should pupils fall behind. They accurately address misconceptions. Books match pupils’ needs. Beyond phonics, there is a well-structured reading curriculum.

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better?

Books are central to the curriculum and the life of the school. Considerable investment provides a wide range of quality texts. Books support the curriculum and promote an understanding of topics such as equality, refugees and gender stereotypes. The school book club helps pupils to explore these topics more robustly. ‘Story suitcases’ excite and stimulate pupils. Pupils retell these stories, immersing themselves in the stories as a consequence. Pupils really enjoy class story time. This is because teachers bring these books to life and make them exciting.

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better?

The school’s curriculum is ambitious. It sets out the key knowledge that pupils need to know and remember. As a consequence, teachers’ subject knowledge is good. In subjects where the curriculum is well established, pupils’ recall of knowledge is strong. For instance, in history, pupils could recall the significance of the bombing of Pearl Harbor in the Second World War. Teachers check what pupils know and can do. Where necessary, they adapt teaching to fill any gaps pupils have in their learning. Pupils’ attitudes to their learning in a few subjects are exceptional. 12 and 13 September 2023

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The early years is an exciting place in which to learn. Learning activities have purpose and are well organised. Children interact with these activities in a focused way. They get on well with other children in the class. Adults have high expectations of children. They establish clear routines. Children settle well into the early years.

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The school wants all pupils to achieve well, but particularly pupils with special educational needs and/or disabilities (SEND). The school regularly checks the needs of pupils with SEND. Focused targets enable staff to provide appropriate support. Teachers adapt learning to ensure that pupils with SEND access the full curriculum. Pupils with SEND achieve well.

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Pupils understand equality and diversity. These principles are set out in the school’s curriculum. As one pupil stated: ‘You have to treat everyone the exact same. It’s called equality.’ However, the key knowledge of some elements of fundamental British values is not always being made as explicit as it could be. Pupils appreciate the opportunity to represent their classmates on the school council. They take these roles seriously. Teachers encourage pupils to think for themselves and to make suggestions to improve their school. Pupils have a moral sense of purpose and conviction. Pupils appreciate the range of clubs on offer, such as learning to play an instrument and representing the school at sporting fixtures.

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Leaders at all levels are determined. They have a clear understanding of what works well and where they need to make further improvements. Parents are overwhelmingly supportive of the work of the school. There is a concerted effort to reduce staff’s workload. Governors support this, and undertake their roles effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The key knowledge of some elements of fundamental British values is not always being made as explicit as it could be. As a consequence, a few pupils do not yet have a clear understanding of what fundamental British values are or the significance of them in modern Britain. The school should ensure that all pupils have the opportunity to learn about these values, to prepare them thoroughly for life in British society. 12 and 13 September 2023

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How can I feed back my views?

or to 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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

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School details

Appropriate authority The governing body

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School details

Co-headteachers Kirsten Carpenter and Samantha Phillips

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School details

Website www.bringtonprimaryschool.org.uk

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School details

Date of previous inspection 27 March 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is a part of The Althorp Partnership of Primary Schools.  The co-headteachers were permanently appointed in September 2023.  The school does not use any alternative providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the co-headteachers and the special educational needs coordinator. 12 and 13 September 2023

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 Inspectors carried out deep dives in four subjects: reading, mathematics, history and art and design. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work, listened to pupils read and met with teachers and pupils. They also looked at curriculum documentation for physical education, religious education and personal, social, health and economic education.  The lead inspector met with two members of the governing body, including the chair.  The lead inspector met with a local authority representative.  Inspectors took account of the responses to Ofsted Parent View, including free- text responses, Ofsted’s survey for school staff and the pupil survey. An inspector spoke informally to parents at the beginning and end of the school day.  Inspectors considered records of attendance, behaviour and safeguarding, including the school’s single central record. Inspectors met with leaders to discuss

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the safeguarding of pupils.  Inspectors considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.

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Inspection team

Mark Anderson, lead inspector His Majesty’s Inspector

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Inspection team

Shazia Lydon Ofsted Inspector 12 and 13 September 2023

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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.

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