Brockhurst Primary School

Inspection of Brockhurst Primary School Avery Lane, Gosport, Hampshire PO12 4SL

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

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What is it like to attend this school?

The school is highly ambitious and aims to raise aspirations for pupils. The school’s motto of ‘dive into learning, set sail for success’ encompasses school life. Tailored support helps pupils with special educational needs and/or disabilities (SEND) to develop resilience and independence. A strong sense of inclusion is evident across the school. It is clear that everyone is welcome here. The school’s values of courage, ownership, respect and excellence are central to all the school does. They are committed to growing lifelong learners who are prepared for the next stage of their education.

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What is it like to attend this school?

Pupils skip into school and demonstrate genuine enthusiasm for learning. As a result of the school’s structured curriculum and focus on remembering important concepts, pupils achieve well.

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What is it like to attend this school?

Pupils are encouraged to contribute to the school community. Many relish the opportunity to take on leadership roles such as school ambassadors and house captains. This helps them develop confidence as well as a sense of responsibility.

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What is it like to attend this school?

Pupils are adamant that the school helps them to stay safe. Safety online and in the real world is woven throughout the school’s work. Pupils appreciate the school’s renewed focus on managing behaviour. They talk positively about how much the school has changed and evidently appreciate the help that is available if they have any concerns or worries.

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

There is a new leadership team since the previous inspection. It has worked alongside governors to prioritise school improvement areas, maintaining a focus on achievement alongside strong pastoral support. New systems have been monitored rigorously to check that they are having a positive impact. Training has been well planned to ensure staff understand the school’s new approaches to the curriculum and behaviour.

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

The school has carefully refined its curriculum to meet the needs of the relatively new mixed-age classes. As a result of this work, a well-sequenced curriculum is in place across the school. The school has rightly prioritised English and mathematics. In most areas, children build their knowledge effectively from the early years and beyond. There is a sharp focus on closing the gap for disadvantaged pupils. However, some areas of the curriculum are less well developed, and there is some work to be done to embed curriculum changes in a few subjects further. There is a clear model in place to help pupils recall key information. Teachers use this system well to check pupils’ understanding of key concepts, and pupils are well supported to remember prior learning. In lessons, staff make appropriate adaptations to help pupils with SEND achieve alongside their peers.

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

Reading is highly important in this school. The school is clear that learning to read will help pupils unlock other areas of learning. Pupils who are at the earliest stages of reading are well supported to learn to read. There is genuine enthusiasm for reading, which is evident throughout the school. Pupils are eager to read aloud and are keen to talk about 4 and 5 March 2025

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books they have enjoyed. They appreciate the opportunities to visit the library and take books home. They love being recognised for reading and enjoy reading sessions. Staff focus on making sure pupils keep up when learning phonics. They do this by making the most of every opportunity to support pupils to grasp new sounds. Pupils with SEND have extra time in the school day to practise what they have learned in phonics. This helps them to become fluent and eager readers.

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The school has prioritised behaviour and introduced a new policy for behaviour management this year. The impact of this new policy is evident throughout the school. It is recognised by pupils and staff alike. Suspensions have reduced over time. Some pupils need more support in managing their own behaviour and emotions. The school provides this in a carefully considered manner. Individual behaviour approaches help staff to understand how best to provide additional help. As a result, pupils generally behave well and are respectful towards staff and each other.

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Building positive relationships is integral to the school’s success in promoting a calm and warm environment where pupils can learn. This begins in the early years, where children understand the well-defined routines for school life. Adults model the school’s high expectations. Some stakeholders do not fully understand the school’s approach to managing behaviour, and there is some further work to be done to make sure parents know how incidents are dealt with.

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There is a sharp focus on supporting pupils’ physical and mental health. The school has regular opportunities for pupils to explore how they can keep themselves healthy. This aligns with the school’s personal, social and emotional curriculum as well as the assembly plan. Pupils fondly recall the trips they have been on and the extra-curricular opportunities such as dance competitions. The school is focused on raising aspirations and showing pupils a world beyond Gosport. This is carefully woven through the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The recent changes to the school’s policies are not yet fully understood by all stakeholders. This means there is not always a robust understanding of the school’s procedures. The school should continue to communicate effectively with parents and staff regarding these changes.  In a few areas of the curriculum, pupils do not consistently build the intended knowledge. This means pupils do not always learn as deeply as they can in these areas. Leaders should further embed curriculum changes to support learners in developing the skills they need to access future learning. 4 and 5 March 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). 4 and 5 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 June 2019, under section 5 of the Education Act 2005.

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Information about this school

 The headteacher commenced her role in April 2024. The assistant headteachers have been in post since September 2024.  The school currently uses two unregistered alternative provisions.

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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.  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 4 and 5 March 2025

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taken that into account in the evaluation of the school.  The inspection team met with the headteacher, assistant headteachers and special educational needs coordinator. They also met with other school staff and pupils.  The lead inspector met with five governors, including the chair of governors.  The inspection team carried out deep dives in these subjects: early reading, mathematics, design and technology and history. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The curriculum and pupils’ work in religious education, writing and art and design was also explored.  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

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safeguarding that puts pupils’ interests first.  The inspectors considered the responses to the confidential Ofsted staff survey and spoke to a range of staff and pupils about their views of the school.  The inspectors took account of the responses to the Ofsted Parent View survey and the additional free-text responses. An inspector talked with some parents on the first morning of the inspection.  The inspection team met with a range of pupils to discuss their views about the school and talked to pupils informally during social times and in lessons.  The inspectors reviewed a range of documentation, including the school development plan and school self-evaluation.

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Inspection team

Sara Staggs, lead inspector His Majesty’s Inspector

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Inspection team

Vanessa Hickey 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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