New Bradwell Primary School

Inspection of New Bradwell Primary School Bounty Street, New Bradwell, Milton Keynes, Buckinghamshire MK13 0BQ

p.1

Inspection dates: 13 and 14 December 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

The headteacher of this school is Sebastian Gray. This school is part of The Grand Union Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Phil Webster, and overseen by a board of trustees, chaired by Andrew Brodie, who is responsible for this school and four others.

p.1

Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 11 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until November 2022, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 13 and 14 December 2023

p.1

What is it like to attend this school?

Pupils thrive at New Bradwell Primary School. The school is determined that all pupils will achieve their very best. Parents are overwhelmingly positive about the work of the school, with one stating that the ‘curriculum is challenging and varied and gives the children scope to explore their interests and achieve goals’.

p.2

What is it like to attend this school?

Pupils’ behaviour is exemplary in lessons and around the school. Staff know the pupils very well and there are positive and trusting relationships. Young leaders demonstrate great maturity while undertaking their duties such as being librarians and playground pals. The school’s lunchtimes are social times, which are happy and joyful occasions. Pupils develop a strong sense of right and wrong, understanding that everyone has a moral code to follow. They demonstrate high levels of self- discipline throughout the school.

p.2

What is it like to attend this school?

Pupils benefit from an impressive extra-curricular offer. Many take part in numerous clubs and activities, including the school orchestra and performing at local and national events. The extensive sports provision enables all pupils, regardless of abilities, to access a wider range of activities. The take-up of clubs is high, meeting the needs of all pupils.

p.2

better?

Leaders have built a remarkably well-considered and cohesive offer to guarantee that the school’s curriculum goes beyond the academic. The school’s character development work, which begins in the early years, is a strength. Pupils access a comprehensive outdoor learning programme where they grow fruit and vegetables and learn about their local environment. Experience days such as ‘art appreciation’ provide pupils with opportunities to engage with a variety of artists chosen from different cultures and faiths. Pupils have excellent opportunities to develop a wide range of talents and interests. In music, pupils can learn how to play a variety of instruments from a wide range of musical genres taught by specialist teachers. There are also established links with local music groups such as the New Bradwell Silver Band. The richness of the arts curriculum goes beyond music, with pupils receiving specialist dance teaching and sharing their skills through performances.

p.2

better?

Leaders have developed an ambitious curriculum which begins in the early years. The important knowledge pupils are to learn has been identified and sequenced across the curriculum. Currently, leaders are refining a small number of subjects to strengthen this further. The core curriculum is well established, with assessment used to carefully track progress and identify those requiring additional support. This is effective, and most pupils achieve well in these subjects.

p.2

better?

Leaders are highly ambitious for pupils with special educational needs and/or disabilities (SEND). The school identifies, assesses, and meets the needs of pupils with SEND successfully. Pupils from the school specialist SEND provision, the department, benefit from a highly tailored provision designed to meet their identified 13 and 14 December 2023

p.2

3

targets. The school ensures that all pupils with SEND are fully involved in all aspects of school life. For example, pupils partake in the school’s enrichment offer, attending trips and accessing the outdoor learning area.

p.3

3

From early on, pupils foster a love for literature, and many read widely and often. They delight in hearing new stories and love the diverse range of books and authors planned across the curriculum. Initiatives such as ‘book advent’ build on this further, with many pupils using this opportunity to recommend their favourite books to their peers. The school’s phonics provision is highly successful and delivered by expert staff. The programme, which begins in the early years, ensures that pupils quickly become fluent and confident readers.

p.3

3

Across the curriculum, activities are mostly chosen carefully to build on pupils’ prior knowledge. Where subject knowledge is strong, teachers model complex ideas using resources well. For example, in a geography lesson, adults used polystyrene and plasticine in water to teach pupils how continents move. Teachers check pupils’ understanding in lessons well and use this to inform their teaching so that it addresses any misconceptions. However, information from checks on pupils’ progress over time in the foundation subjects is not yet used as well. In these areas, teachers do not have as much clarity about pupils’ understanding of key knowledge over time to help them plan future learning that supports pupils to retain that knowledge.

p.3

3

Trust leaders, including trustees, provide high-quality oversight and targeted support. Staff benefit from a range of bespoke training programmes and support from the trust. The newly appointed headteacher has a clear vision for the school and is putting into place effective plans, including ongoing improvement to curriculum leadership. Currently, some subject leaders are new to their roles, and the quality of guidance given to staff varies across the curriculum. Leaders have rightly prioritised this as an area of development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Assessment arrangements within a number of foundation subjects are in development and not yet used consistently well. Teachers are therefore not always confident in knowing how secure pupils are in their understanding of key knowledge. The school should ensure assessment is used well so that pupils know and remember more over the long term.  There is variation in the experience and expertise of subject leaders, with some being new to their posts. As a result, not all subject leaders are providing teachers with the support they need to implement the curriculum more 13 and 14 December 2023

p.3

4

successfully. The school should ensure that subject leadership across the whole curriculum supports staff consistently well in delivering a high-quality learning experience for pupils.

p.4

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.

p.4

How can I feed back my views?

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’ 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). 13 and 14 December 2023

p.4

School details

Website http://www.newbradwellschool.com/

p.5

School details

Dates of previous inspection 22 May 2012, under section 5 of the Education Act 2005

p.5

Information about this school

 The headteacher was appointed in September 2023.  The school hosts an autism specialist provision for the local authority. The provision, locally known as ‘the department’, is currently catering for 24 pupils.  The school’s before- and after-school childcare provision is managed by an external provider.  The school does not currently use alternative providers.

p.5

Information about this inspection

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

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 13 and 14 December 2023

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders. They also met with members of the local academy committee and representatives from the trust.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, geography, French and computing. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  During the inspection, inspectors met with a range of pupils to discuss their views about the school and talked to them informally during social times.  To inspect safeguarding, inspectors spoke to the safeguarding leader and

p.6

6

scrutinised a wide range of information, including a selection of the school’s records. They also spoke to staff and pupils about safeguarding and looked at how pupils learn to keep safe.  Inspectors met some parents to gain their views of the school. They reviewed the responses to Ofsted’s online survey, Ofsted Parent View. They also took account of staff responses to Ofsted’s online questionnaire.

p.6

Inspection team

Laura James, lead inspector His Majesty’s Inspector

p.6

Inspection team

Toby Martlew His Majesty’s Inspector 13 and 14 December 2023

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