Poulton-le-Fylde the Breck Primary School

Inspection of Poulton-le-Fylde the Breck Primary School Fouldrey Avenue, Poulton-le-Fylde Lancashire FY6 7HE

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding 4 and 5 March 2025

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What is it like to attend this school?

The school makes sure that every minute of its day is utilised fully to support pupils in their academic and wider development. For example, pupils join in ‘wake and shake’ or ‘walk and talk’ sessions with enthusiasm before lessons begin. This helps them to be ready to concentrate and focus on their learning.

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What is it like to attend this school?

Children in the early years develop remarkable resilience and independence. They learn how to cooperate successfully with others. These skills and attributes amply prepare them for learning in Year 1 and beyond.

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What is it like to attend this school?

Pupils behave extremely well. Younger pupils benefit from the excellent role models that older pupils provide in following the school’s well-established routines. This helps to make the school a safe and happy place for everyone.

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What is it like to attend this school?

The school sets a high bar for pupils’ academic achievement. It expects pupils to always try their best. Pupils respond willingly. Their achievement is exceptionally strong across the curriculum.

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What is it like to attend this school?

Pupils develop impressive confidence in making a valuable contribution to society. For example, they focus on improving their school and local community’s environment. Pupils’ commitment to sustainability is tangible. This is exemplified in how proud they are of growing food for the school kitchen in the ‘earth garden’.

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

The school has carefully crafted a curriculum that is highly ambitious. It supports pupils to learn all that they need to be fully prepared for their next stages of education. The order that pupils should learn new information is set out clearly for teachers. This helps them to design with ease the most suitable learning for pupils as they progress from the beginning of the Nursery Year to the end of Year 6. The curriculum is delivered to a consistently high standard. Pupils build up an impressive body of useful knowledge as a result.

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

Teachers are adept at helping pupils to build on what they already know. They check pupils’ understanding regularly. Teachers address misconceptions or gaps in pupils’ knowledge swiftly and effectively. Pupils grow in confidence and are rightly proud of their many achievements.

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

Pupils benefit from the support of highly skilled and caring staff. Teachers identify, understand and meet the differing needs of individual pupils, including those with special educational needs and/or disabilities (SEND) exceptionally well. They make sure that these pupils receive any additional support that they need to succeed. Pupils with SEND achieve extremely well as a result.

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

The school places a high priority on reading. This begins in the early years where children listen, engrossed, to the high-quality stories, songs and rhymes that their teachers share with them. Nursery children quickly learn to recognise a range of sounds that help to 4 and 5 March 2025

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prepare them for learning about phonics in the Reception Year. Children develop secure phonics knowledge while in the Reception class. Pupils in Years 1 and 2 build on this well, so that almost all pupils can read with accuracy and fluency, ready for the curriculum in Year 3. The small number of pupils who find reading more difficult benefit from regular support from expertly trained staff.

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Older pupils enjoy times allocated to reading in class. They make effective use of their considerable reading expertise to access a wide range of high-quality literature. This enhances and supports their learning across the curriculum.

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Pupils are highly motivated. They thrive on learning and the positive encouragement that they receive from their teachers and from each other. Pupils become fascinated by studying topics in depth together. For example, pupils from Years 1 and 2 and from the early years develop a deep understanding of the world around them gathered from their studies in the ‘Creative Lab’. Through activities such as these, pupils develop a wide range of knowledge that they apply extremely well to other learning.

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Pupils develop into mature and considerate individuals. They are deeply respectful when listening to their teachers and to each other’s views. Older pupils carry out a vast array of leadership roles that make an effective contribution to the running of the school. This includes helping younger pupils in the dining room, classroom, or while they are playing outside. Pupils have high aspirations for possible careers in the future. They understand how to build on their experiences, strengths and interests to fulfil their ambitions.

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Strong, positive relationships pervade all aspects of school life. Governors and staff work closely together in striving to provide the best education possible for all pupils. Despite their considerable successes, they are not complacent. Leaders at all levels are firmly focused on looking for ways to further improve the school. They ensure that staff are well supported in carrying out their respective roles in this work.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Victoria Marcroft

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School details

Dates of previous inspection 11 and 12 February 2014 under section 5 of the Education Act 2005

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Information about this school

 A new chair of governors has been appointed since the previous inspection.  The school does not currently make use of alternative provision for pupils.  The school provides a before- and after-school club 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 4 and 5 March 2025

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 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 and other leaders in the school.  An inspector met with members of the governing body, including the chair of governors.  Inspectors carried out deep dives in these subjects: early reading, mathematics, computing, art and design and physical education. They spoke with the leaders of these areas of the curriculum. Inspectors also visited lessons, looked at examples of pupils’ work, held discussions with teachers and talked with pupils.  Inspectors discussed pupils’ learning in other areas of the curriculum, including science and history.  Inspectors spoke with groups of pupils about their experiences at school.  An inspector listened to some pupils from Years 1 to 3 reading to a familiar adult.

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 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 spoke with parents and carers at the start of the school day. They also considered the responses to Ofsted’s online Parent View survey and parents’ free-text responses.  Inspectors considered responses to Ofsted’s online surveys for staff and for pupils.  An inspector visited the school’s breakfast club.

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Inspection team

Claire Cropper, lead inspector His Majesty's Inspector

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Inspection team

Amanda Whittingham Ofsted Inspector 4 and 5 March 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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