Brownsover Community School

Inspection of a good school: Brownsover Community Infant School Webb Drive, Brownsover, Rugby, Warwickshire CV23 0UP

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Outcome

Brownsover Community Infant School continues to be a good school.

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What is it like to attend this school?

Parents and pupils agree that Brownsover school is a place where everyone works hard in the best interests of the pupils. Parents appreciate the dedication that leaders and staff show and some say how this helps their children to thrive and feel happy to come to school.

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What is it like to attend this school?

The recent decrease in the number of pupils has inevitably presented challenges for the school to overcome. While facing these, the school successfully managed to continue to support pupils to do well in their learning and help them to be ready for the next stage of their education.

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What is it like to attend this school?

The school’s values allow pupils to understand how being more independent helps them to take responsibility for their own learning and behaviour. Many pupils demonstrate good behaviour and positive attitudes to their learning. They are kind to each other when they play and seek the support of adults when they need help.

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What is it like to attend this school?

Pupils appreciate the many extra-curricular clubs that are offered. For example, pupils enjoy it when authors and illustrators visit their school to share their work. The opportunity to visit the theatre at Christmas was a highlight for many who had not been on such a trip before. Pupils enjoy learning about how to keep themselves safe. Visits where they learn about water safety and internet safety days are just a few of the things that help them to understand potential dangers in their world.

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

The school has used recent changes in pupil numbers as an opportunity to make changes to the school’s curriculum and think differently about how to do things. At the same time, the school has sought to keep what parents, pupils and staff feel is important. Parents and governors support the view that this is a school that is at the ‘heart of their community.’ 10 April 2024

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There exists a united team of staff who know that their well-being and workload are always of consideration to leaders. All share the ambition to do what is best for pupils by preparing them to become ‘life-long learners’. Significant changes to the school’s curriculum mean that learning sequences now consider the experiences of pupils beyond key stage 1.

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Pupils enjoy reading and being read to by their teachers and selected books that are recommended to them. The school has newly designed fiction and non-fiction libraries. Pupils are excited to visit these spaces and this has helped many to experience books that they would not otherwise have read.

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Children in Reception, at the earliest stages of reading, are well supported to read. The new phonics scheme is supplemented by books that are closely matched to the sounds they know. However, some of the most vulnerable readers, in key stage 1, are not always reading books that are matched precisely to the sounds they know and this limits their ability to read fluently.

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Pupils’ achievements in mathematics, reading and writing means that they have the necessary knowledge in these subjects to leave this school ready for the next stage in their learning. In the wider curriculum, they learn important knowledge that enables them to contribute positively to lessons and build on what they know. The use of assessment enables teachers to make adaptations to lessons when the needs of pupils might require them to do so.

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Most pupils with special educational needs and/or disabilities (SEND) are well supported. Their individual learning needs are reflected in support plans and which seek to improve pupils’ access to learning. Such plans reflect the support of external agencies who work closely with the school. Most pupils can access the same curriculum as their peers. A small number of pupils, however, with the most complex needs, are not receiving timely enough support to enable them to do well. Despite the school’s hard work, prolonged assessment processes mean that there is not yet an accurate identification of their needs.

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Pupils are happy and considerate. They are like this because they have strong relationships with the adults who support them. Interactions are kind and differences accepted. Pupils know that it is their responsibility to make their school a nice place to be. Most pupils attend school regularly and on time. Where this is not the case, the pastoral team works with families to understand the importance of regular attendance.

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The wider development of pupils successfully promotes independence. For example, pupils enjoy learning to swim and taking part in the end of year talent contest. Pupils learn about morality in assemblies led by visitors, who link the school values to spirituality. Pupils know about other cultures and faiths and feel proud when they raise money for charities that are close to the school’s heart. They enjoy being kind.

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Safeguarding

The arrangements for safeguarding are effective. 10 April 2024

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(Information for the school and appropriate authority)

 A small number of pupils who have the most complex special educational needs are not receiving timely enough support. As a result, some struggle to engage fully in school life and to access learning. The school should work with external agencies to quickly ensure that appropriate support is in place to support their needs.  The books that some pupils read are not appropriately matched to the school’s systematic synthetic phonics programme. Consequently, those pupils who struggle most with their reading encounter sounds and words that they do not know, hindering their ability to read fluently. The school should ensure that the books all pupils have access to are matched precisely to the sounds that they know.

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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.

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Background

This is the first ungraded inspection since we judged the school to be good in January 2019.

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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.

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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 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 10 April 2024

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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). 10 April 2024

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School details

Appropriate authority The governing body

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School details

Website www.brownsovercommunityschool.co.uk

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School details

Dates of previous inspection 15 and 16 January 2019, under section 5 of the Education Act 2005

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Information about this school

 This school does not use alternative provision.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in this evaluation of the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met with a range of leaders, including those responsible for the curriculum, teaching and learning, behaviour, attendance, personal development and safeguarding.  Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspectors held discussions about the curriculum, 10 April 2024

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visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also heard a selection of pupils read.  Inspectors also considered the curriculum in other subjects.  The lead inspector spoke with two members of the school’s governing body, including the chair and vice-chair of the governing body.  The lead inspector spoke with the local authority improvement adviser.  Inspectors considered the survey responses to Ofsted Parent View and the free-text comments from parents.  Inspectors evaluated the responses to staff and pupils surveys.

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Inspection team

Tony Bradshaw, lead inspector His Majesty’s Inspector

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Inspection team

Roulla Gabriel Ofsted Inspector 10 April 2024

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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 looked after children, safeguarding and child protection.

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