Bramfield Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Bramfield Church of England Primary School Bridge Street, Bramfield, Halesworth IP19 9HZ

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Outcome

Bramfield Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive headteacher of this school is Steven Jeal. This school is part of St Edmundsbury and Ipswich Diocesan Multi-Academy 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), Tracey Caffull, and overseen by a board of trustees, chaired by Andrew Blit. The executive headteacher is responsible for this school and two others .

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What is it like to attend this school?

This school is warm and welcoming, with a calm and respectful environment that promotes learning and kindness. Pupils follow clear routines in lessons and assemblies, which help them to stay focused and motivated. Leadership opportunities, such as being sports leaders or part of the ethos committee, empower pupils to take responsibility and contribute meaningfully to their school.

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What is it like to attend this school?

The school has high expectations . Pupils approach learning with enthusiasm and curiosity and generally achieve well. Staff ensure pupils are well supported. Pupils are confident about their learning and enjoy many subjects, including science and art. They talk enthusiastically about creating art and enjoy building structures in early years. Pupils particularly enjoy reading with their peers and have access to a wide range of books, many of which were bought by parents and carers as gifts to the school.

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What is it like to attend this school?

Behaviour is exemplary, supported by consistent routines and a culture of mutual respect. Pupils play well together and older pupils are positive role models for younger pupils.

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What is it like to attend this school?

Pupils benefit from many extra-curricular activities. These include gardening and art exhibitions, which inspire creativity and enhance their curriculum knowledge. Visits to 21 January 2025

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places such as Norwich Cathedral and a local mosque are starting to broaden pupils’ cultural awareness, giving them a greater opportunity to embrace diversity.

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

The school’s curriculum is ambitious and builds on what pupils already know and have learned before. It aims to ‘lock in learning’ through creative and collaborative projects and opportunities to consolidate pupils’ knowledge.

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

Curriculum plans are being reviewed to ensure that pupils are always appropriately challenged. In most subjects, teachers deliver lessons that are clear and well-designed. Teachers know their subject knowledge well. Pupils enjoy working together, for example when solving problems in practical science and mathematics work. Teachers check how well pupils understand and give extra help to those who need it. While curriculum expectations for writing are planned, there are inconsistencies in expectations of pupils’ work, particularly in terms of age-appropriate accuracy and presentation. Pupils do not get enough chances to practise and use their writing skills in all subjects across the curriculum to demonstrate fully what they know and remember accurately.

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

Pupils love reading because the school has made learning to read a priority. From the early years, pupils quickly start to read using phonics accurately. Pupils read with confidence and expression. Books are well matched to reading levels, boosting confidence and improving how well pupils learn to read. Older pupils are motivated by the books they read. Any pupil who falls behind receives immediate support, which helps them catch up.

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

Pupils with special educational needs and/or disabilities (SEND) benefit from targeted support and are fully included in day-to-day school life. Staff identify pupils who might need additional support. They understand each pupil’s individual needs very well. Staff expertise, along with external guidance, ensure well-planned strategies that support pupils with SEND to achieve well. Leaders continuously review support for pupils with SEND, ensuring it helps pupils achieve successfully.

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

Pupils behave well. They follow the school’s clear routines and consistent policies. Pupils are proud of the way they respect and support each other. Incidents of poor behaviour are rare. When they occur, effective support guides pupils well. Attendance rates are high and have improved due to clear policies and high expectations.

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

Pupils enjoy leadership opportunities and are developing as active citizens through roles such as road safety officers and digital leaders. While pupils show a strong understanding of equality and diversity, their deeper knowledge of British values and life beyond the local community is limited. The school are beginning to address this through curriculum enrichment, such as visits to other areas of the country.

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

Governors and the trust monitor the school effectively, supporting curriculum improvements and teacher development. Leaders encourage staff well-being by reducing workload, promoting teamwork and offering support for mental health and self-care. Staff 21 January 2025

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are proud to work at the school. Parents are overwhelmingly supportive of the school’s work.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s expectations of pupils’ writing throughout the curriculum is not realised across all year groups. As a result of this, some pupils are not given enough opportunity to develop and apply key skills in writing, such as spelling, punctuation and handwriting. This means there are instances where pupils are not able to demonstrate accurately and effectively what they have learned through their writing. The school should ensure expectations are applied consistently to support pupils to improve their writing skills, so they are able to demonstrate what they know in their writing effectively.

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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.

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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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019. 21 January 2025

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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 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). 21 January 2025

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School details

Website bmpy-suffolk.secure-dbprimary.com

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School details

Dates of previous inspection 18 and 19 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of The St Edmundsbury and Ipswich Diocesan Multi-Academy Trust.  The school has a Church of England ethos.  The school received a section 48 inspection on 18 May 2017. The school is expecting a section 48 inspection in 2025.  The school makes no use of alternative provision.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 21 January 2025

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 Inspectors met with the chief executive officer, chair of trustees, other trustees, the chair of governors, other governors, the executive headteacher, the head of school, other leaders, subject leaders and support staff. Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 considered the views of pupils, staff and parents. There were 15 responses to Ofsted’s staff survey. There were 28 responses to Ofsted’s online questionnaire, Ofsted Parent View.

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Inspection team

Sonia Innes, lead inspector Ofsted Inspector

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Inspection team

Cassandra Williams Ofsted Inspector 21 January 2025

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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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