Brabins Endowed School

Inspection of Brabins Endowed School Longridge Road, Chipping, Preston, Lancashire PR3 2QD

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since July 2013. 11 and 12 June 2024

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What is it like to attend this school?

Pupils thrive in this welcoming and friendly school. They are proud to be part of the learning community. Pupils show genuine warmth and care to each other and towards staff. They are happy and safe.

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What is it like to attend this school?

The school is highly ambitious for pupils’ achievement, including for those with special educational needs and/or disabilities (SEND). Pupils become curious, independent thinkers with a thirst for knowledge. They are determined to keep trying, showing high levels of focus in their learning. Pupils are rightly proud of the work that they produce in a range of subjects. They achieve highly across the curriculum.

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What is it like to attend this school?

The school has created a culture where pupils understand how to learn. Children in the early years listen attentively to adults. They relish joining in with others. Pupils demonstrate highly positive attitudes to learning during lessons. They show respect and consideration for their peers. Behaviour is impeccable across the school.

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What is it like to attend this school?

The school takes every opportunity to provide pupils with a wealth of rich experiences. It weaves these through the curriculum, alongside an array of clubs, trips and visits. The school supports pupils to build their confidence and to be resilient to any setbacks or challenges that they may encounter. For example, outdoor learning, performing in a Shakespearean play and sports competitions help pupils to foster a ‘can-do’ attitude.

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better?

Since the school’s last inspection, pupils have continued to achieve very well. This is due to the school’s meticulously designed and well-ordered curriculum that is broad and vibrant. From the start of the early years, the curriculum identifies the precise knowledge, skills and vocabulary that pupils should learn. The school has considered carefully the important content that pupils should revisit to help them to build on their learning over time. Thought-provoking experiences enhance the taught curriculum and help to bring pupils’ learning to life. Over their time at the school, pupils build the deep knowledge that they need to achieve their future aspirations.

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better?

Highly trained and enthusiastic teachers deliver the curriculum with expertise. They skilfully design learning activities that support pupils to make strong connections between what they know already and new curriculum content. In lessons, teachers quickly identify and correct any misconceptions pupils may have. The school regularly checks how well pupils are learning. It uses this information to inform future teaching. Pupils engage remarkably well during lessons and they produce high-quality work. They become confident and articulate learners.

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better?

The school prioritises reading and pupils’ vocabulary development. Children in the early years are immersed in a language-rich environment, where they enjoy regular songs, rhymes and stories. Across key stages, pupils benefit from a diverse range of 11 and 12 June 2024

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texts from different cultures and from a range of authors. Pupils look forward to author visits. They told inspectors that they are inspired to write like their favourite authors.

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Staff deliver the phonics programme expertly and with fidelity. Pupils read from books that are carefully matched to the sounds that they already know. Staff act quickly to support pupils who struggle with reading. This enables pupils to read fluently and accurately. Pupils develop a love of reading.

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The school swiftly identifies the additional needs of pupils with SEND. It has an excellent understanding of the best ways to support these pupils. Teachers purposefully adapt their delivery of the curriculum to enable these pupils to follow the same aspirational curriculum as their peers. Pupils with SEND achieve exceptionally well.

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Pupils demonstrate a palpable love of learning. Classrooms are hives of activity where no time is wasted. This is because the whole-school community understands the rules of the ‘Brabin’s Promise’. In lessons, pupils eagerly participate in discussion and ask inquisitive questions. Children in the early years become enthralled in explorative activities, such as foil art, den-making and crafting wind turbines. Pupils attend school regularly and on time.

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The school has ensured that personal development is at the heart of its work. Pupils are empowered through leadership roles to make a tangible difference to their school community. For example, they are members of a ‘tech team’, an eco- committee and the pupil council. Staff help pupils to look after their mental and physical health. For example, older pupils appreciate ‘meet the brain’ sessions to understand their own feelings and emotions. Younger pupils enjoy ‘terrific teeth’ workshops to learn about the importance of dental hygiene. Through a range of outdoor opportunities, such as residentials and local nature walks, pupils benefit from experiences that, at times, take them out of their comfort zone to encourage self-reliance and independence. Pupils are excellent ambassadors for their school. They learn to be active citizens in their local community. For instance, pupils use their gardening skills to support the community garden. They have recently worked

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with the local historical society to redesign the village’s war memorial.

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The school benefits from highly effective leadership. It continually strives to be the best that it can be. Governors use their wide range of relevant skills and knowledge to ask probing questions and to hold the school to account. Staff’s professional development is a high priority. Staff develop their expertise of the subjects that they teach through comprehensive training and support. They are proud to work at the school and value the school’s team ethos. Staff appreciate the school’s support with the workload challenges that accompany working in a small primary school.

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Safeguarding

The arrangements for safeguarding are effective. 11 and 12 June 2024

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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 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). 11 and 12 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 16 and 17 July 2013, under section 5 of the Education Act 2005

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Information about this school

 This endowed school is part of the Diocese of Blackburn. The last section 48 inspection, for schools of a religious character, took place in January 2019. The next section 48 inspection is due to take place before the end of 2026.  The school does not make use of 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.

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Information about this inspection

 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 spoke with the headteacher, other leaders and members of staff. An inspector held a meeting with members of the governing body, including the chair 11 and 12 June 2024

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of governors. An inspector also spoke with representatives of the diocese and of the local authority, and a school improvement partner.  Inspectors spoke with pupils about their experiences of school and their views on behaviour and bullying. The inspectors also observed pupils’ behaviour during lessons and at breaktimes.  Inspectors reviewed a wide range of evidence, including leaders’ self-evaluation documents, improvement plans, minutes of governing body meetings and records of pupils’ behaviour and attendance.  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 carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample

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of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  An inspector discussed the curriculum and looked at samples of pupils’ work in some other subjects.  An inspector observed pupils from Years 1 to 3 read to a familiar adult.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments. They also considered the responses to Ofsted’s online surveys for pupils and for staff.

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Inspection team

Kate Bowker, lead inspector His Majesty’s Inspector

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Inspection team

Kathryn Pym Ofsted Inspector 11 and 12 June 2024

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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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