Brookside Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Brookside Primary School School Green, East Leake, Loughborough, Leicestershire LE12 6LG

p.1

Inspection dates: 19 and 20 November 2024

p.1

Outcome

Brookside Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Gary Kenny. This school is part of Equals Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Philip Palmer, and overseen by a board of trustees, chaired by Peter Foale.

p.1

What is it like to attend this school?

Pupils thrive at this inclusive and nurturing school. The school has the highest expectations of every pupil. The curriculum is thoroughly planned and sequenced. Staff teach the curriculum very well. The school provides many rich learning opportunities for all pupils.

p.1

What is it like to attend this school?

Pupils are happy and safe here. They talk with such enthusiasm about school life. From the early years to Year 6, pupils’ behaviour in class, around the school and at breaktimes is exceptional. Pupils’ relationships with each other and adults are strong and caring. They treat one another with the highest levels of respect and courtesy. Pupils have the freedom to express themselves as individuals.

p.1

What is it like to attend this school?

Pupils are well prepared to become the active citizens and leaders of the future. They have an active voice in the school’s pupil parliament. Pupils perform charity work in the local community and take care of the environment. Pupils develop their talents and interests in music and sport, including an annual Ultimate Frisbee tournament.

p.1

What is it like to attend this school?

Parents and carers are overwhelmingly positive about the school. One parent represented the views of others by saying, ‘I couldn’t have asked for a better start to my children’s education. I have nothing but praise for the headteacher and his staff.’ 19 and 20 November 2024

p.1

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

The school provides a high-quality education. It has identified the key knowledge it wants all pupils in mixed-age classes to learn, in all subjects. Pupils, including those with special educational needs and/or disabilities (SEND), produce work of a high standard and achieve well. Across the school, pupils demonstrate excellent subject knowledge and show a real love of learning. For example, in history, pupils talk confidently about the Tudors and in art pupils show a mature appreciation of the artist Kandinsky. The work given to pupils challenges them to do their best. Pupils take pride in their work.

p.2

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

Pupils revisit what they have learned through regular ‘memory tasks’. These tasks help pupils retain important knowledge and make connections between previous and current learning. Staff are experts in the subjects they teach. They check precisely what pupils know. In reading and mathematics, for example, staff identify pupils who have gaps in their learning. These pupils receive high-quality extra support that helps them to improve.

p.2

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

Pupils with SEND receive highly effective support. Their needs are precisely identified. Staff adapt their teaching for pupils with SEND. As a result, these pupils access the full curriculum and are successful.

p.2

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

Reading is a priority across the school. Staff teach the school’s phonics programme consistently well. They read to pupils every day. In the Reception Year, children learn to love stories and reading from an early age. For example, younger pupils talked enthusiastically about the ‘three little pigs’ in a story they had enjoyed. Older pupils continue to enjoy reading, tackling books of increasing difficulty with confidence. However, the range of literature used across the curriculum to promote reading for older pupils is too narrow. The books available to these pupils to read do not enable them to experience different types of texts or texts that explore other cultures and traditions.

p.2

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

Children get off to a very positive start in the early years. They have excellent opportunities to play and learn. They enjoy learning through well-thought-out activities. Staff prioritise children’s personal, social and emotional development. Whether creating shapes with Plasticine, building with bricks or acting out stories, children learn to be curious, resilient and sociable. Staff engage meaningfully and purposefully with children. Routines are very well established.

p.2

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

Pupils attend well. The school monitors pupils’ attendance closely. It works well with families to ensure that pupils attend as often as possible.

p.2

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

The curriculum for pupils’ personal development is exceptional. Pupils broaden their horizons and develop their character during their time at this school. They have a mature understanding of equality, diversity and British values. Pupils have a strong understanding of world religions. They learn how to keep themselves healthy and safe. Pupils learn about the importance of good mental health and healthy relationships. They fundraise for a homeless charity and the choir entertains older residents in the local community. The school makes sure that trips, enrichment activities and clubs are open to all. Weekly 19 and 20 November 2024

p.2

3

outdoor learning sessions help pupils to develop physically, socially and spiritually. The school helps pupils to become responsible and thoughtful citizens.

p.3

3

Staff are proud to work at the school and feel well supported. The school ensures that staff receive excellent regular training. Governors and members of the trust visit the school often. They understand the school extremely well and hold leaders to account highly effectively.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The range of literature used across the curriculum to promote reading is not as broad as it needs to be. As a result, pupils do not have as much opportunity as they could to experience different types of texts or to develop a secure understanding of texts that explore other cultures and traditions. The school should ensure that pupils have access to a wide range of texts in the English curriculum and in other subjects.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

p.3

Background

This is the first ungraded inspection since we judged the predecessor school, Brookside Primary School, to be good for overall effectiveness in October 2018. 19 and 20 November 2024

p.3

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.

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). 19 and 20 November 2024

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Brookside Primary School joined Equals Trust in March 2020.  The school does not use any providers of alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation 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 inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector held meetings with leaders responsible for behaviour, attendance, reading and personal development. The inspector also held discussions with the trust safeguarding officer and school curriculum leaders.  The inspector visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 19 and 20 November 2024

p.5

6

 The inspector listened to pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspector: 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 inspector considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The inspector took account of the responses to the Ofsted online surveys for staff, pupils and parents.  The inspector met with the chair of the local board of governors, governors, the CEO of the trust, the chair of the trust and representatives of the board of trustees.

p.6

Inspection team

Stephen Long, lead inspector Ofsted Inspector 19 and 20 November 2024

p.6

7

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