Brookvale Primary School

Inspection of Brookvale Primary School Northwich Road, Brookvale, Runcorn, Cheshire WA7 6BZ

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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 Outstanding

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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.

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Overall effectiveness Good

From then until November 2020, 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. 15 and 16 May 2024

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What is it like to attend this school?

Pupils are happy and enjoy being part of this caring and welcoming school. They know that staff care about them as individuals.

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What is it like to attend this school?

Pupils recognise that teachers put a spark into learning to make it fun and enjoyable. The school has high expectations for what pupils can achieve. It has fostered a supportive learning atmosphere that enables pupils, including those with special educational needs and/or disabilities (SEND), to succeed. The outdoor learning programme adds considerably to the pupils’ experiences in school. Typically, pupils achieve well.

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What is it like to attend this school?

Pupils behave well. There is a calm atmosphere throughout the school. Pupils show high levels of consideration and respect for others, for example, they carefully listen to each other’s points of view .

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What is it like to attend this school?

Pupils are proud of the positive contributions that they make to the school. For example, pupils recently helped to develop the school’s orchard and meadow. Pupils and staff have raised money for a charity that is close to their hearts. Pupils benefit from trips locally and further afield that widen their horizons. They particularly enjoy the adventure days and school sleepovers in tents that help to build their independence.

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better?

At the heart of this school is a shared ambition that pupils, including those with SEND, will have the best start to their education. The school empowers pupils to become reflective and resilient learners who are also team players.

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better?

Pupils, and many families, feel well supported by the provision that the school puts in place to help them. For example, regular coffee mornings help to form a productive bridge between home and school. The school’s work to promote positive attendance is very effective. Pupils, particularly love earning class rewards for their regular attendance. This work means that attendance rates are above the national average.

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better?

Staff feel valued. Their morale is high. They are proud to work at the school. The school takes staff’s well-being into account when making any changes. For example, the changes to the curriculum have been well received by staff. This is because staff can see that the new curriculums are making a difference to pupils’ learning.

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better?

The published data does not reflect the strengths of the educational offer at this school. In 2023, pupils’ attainment in reading, writing and mathematics at the end of Year 6 was below the national average. Weaknesses in the previous curriculum 15 and 16 May 2024

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and the negative impact of the COVID-19 pandemic explain why these pupils were not as well prepared for secondary school as they should have been.

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Most curriculum areas are well designed. The school has structured the curriculum so that pupils build their knowledge and make connections in learning over time. However, there are some subjects that have not been as well thought through. In these subjects, the school has not identified the subject content that pupils should learn, or the order in which they should learn it. This means that there is uneven coverage of these subjects, which causes some gaps in what pupils know and can do. Additionally, the school does not check well enough how effectively staff implement these subject curriculums. As a result, it is not able to spot when staff need additional training and support.

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Staff choose activities and resources that support pupils to learn the curriculum well. In lessons, staff are adept at identifying and addressing misconceptions. Nevertheless, in a few subjects, assessment strategies are not used well enough to check that pupils learn and remember specific knowledge. Consequently, teachers are not picking up and resolving gaps in learning.

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The school has prioritised early reading. Staff are well trained to deliver the phonics programme successfully. Children in the Nursery Year learn songs and rhymes that prepare them well for learning how to read in the Reception class. Pupils in key stage 1 practise their phonics knowledge by reading books that contain the sounds that they already know. Those who struggle with reading get the extra support that they need to learn all that they should. Most pupils develop into fluent readers in readiness for key stage 2.

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Skilled staff quickly identify the additional needs of pupils with SEND. These pupils benefit from well-targeted adaptations to the implementation of the curriculum. This enables them to successfully follow the school’s curriculum. The school helps external professionals and parents to liaise well together to support pupils.

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Pupils work conscientiously and they understand and follow the school’s rules well. This helps everyone to get on with their learning. Pupils appreciate being celebrated when they are identified on the ‘I am kind’ wall.

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The programme to support pupils’ personal development prepares pupils well for life in modern Britain. Pupils learn to become responsible young people. They value the many differences between themselves and others. Pupils relish opportunities to develop their leadership skills. For example, older pupils act as ‘Brookvale buddies’ and play leaders. In these roles, they foster the family approach across school.

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The governing body performs its roles well. It is committed to the school community and is ambitious for pupils.

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Safeguarding

The arrangements for safeguarding are effective. 15 and 16 May 2024

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(Information for the school and appropriate authority)

 In some subjects, the school has not identified the subject content that pupils should learn. This makes it difficult for teachers to know what they should teach and when this should happen. As a result, some pupils develop gaps in their knowledge over time. The school should ensure that in these subjects, teachers are clear about the knowledge that pupils should learn and the order in which this should be taught.  In a few subjects, the school is not checking well enough to make sure that the intended curriculum is being delivered consistently well. This means that it is not identifying when teachers need further support to make sure that pupils learn all that they should. The school should ensure that it has a greater insight into the delivery of the curriculum and the impact that it is having on pupils.  In a few subjects, the gaps in some pupils’ learning are not addressed swiftly enough. This means that some pupils do not have the secure base on which to

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(Information for the school and appropriate authority)

build new knowledge. The school should ensure that staff are well equipped to spot and tackle gaps in pupils’ learning so that they make smooth progress through the curriculum. `

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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). 15 and 16 May 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 24 and 25 January 2013, under Section 5 of the Education Act 2005

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Information about this school

 Since the previous inspection, a new headteacher and chair of governors have been appointed.  The school runs a before- and after-school club for pupils.  The school does not use any alternative provision for pupils.

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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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in English, including early reading, mathematics, history and art and design. They met with subject leaders and with 15 and 16 May 2024

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teachers. Inspectors visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The lead inspector observed pupils from Years 1 to 3 read to a familiar adult.  Inspectors considered the curriculum in other subjects. They met with leaders, spoke with pupils and reviewed pupils’ work in these subjects.  To evaluate the effectiveness of safeguarding, the 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.  The lead inspector spoke with members of the governing body, including the chair of governors. She also spoke with a representative of the local authority.  Inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.

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 Inspectors met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around school.  Inspectors met with parents at the start of the school day. They took account of the responses to Ofsted Parent View, including the free-text comments.  Inspectors spoke with groups of pupils about their experiences at school. They took account of the responses to Ofsted’s pupil survey.

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Inspection team

Helen Friend, lead inspector His Majesty's Inspector

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Inspection team

Alison Lawson Ofsted Inspector 15 and 16 May 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 children looked after, safeguarding and child protection.

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