Bramley CofE Infant School and Nursery

Inspection of a school judged outstanding for overall effectiveness before September 2024: Bramley CofE Infant School and Nursery Birtley Road, Bramley, Guildford, Surrey GU5 0HX

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Outcome

Bramley CofE Infant School and Nursery has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The head of school is Naomi Strickland. This school is part of The Good Shepherd 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), Paul Kennedy, and overseen by a board of trustees, chaired by Yvonne McLeod. There is also an executive headteacher, Anna De Filippis, who is responsible for this school and one other.

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What is it like to attend this school?

Pupils enjoy coming to this welcoming and inclusive school, where they feel safe, respected and ready to learn. Relationships between staff and pupils are warm and supportive, creating a calm and purposeful atmosphere. From the early years onwards, routines are well established, and children learn quickly how to share, take turns and work together.

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What is it like to attend this school?

The school sets high expectations for all pupils. These expectations are clearly communicated and consistently reinforced. Pupils respond positively, showing focus and determination in lessons. They take pride in their work and strive to do their best, particularly in reading and mathematics, where most achieve well. These high expectations are reflected in pupils’ attitudes, behaviour and learning outcomes.

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What is it like to attend this school?

Pupils are taught to be kind, respectful and responsible. They take on leadership roles and contribute to school life and the wider community through events, such as singing at various venues and charity fundraising. Through assemblies and lessons, pupils are developing the values, confidence and personal qualities needed to thrive in modern Britain. The school’s motto, ‘Seek Within, Wonder Why, Reach Out, Aim High’, helps pupils to develop resilience and a love of learning. 24 June 2025

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

The school has a clear ambition for all pupils to achieve well. The well-structured curriculum helps pupils build knowledge over time. From the early years, including provision for two-year-olds and three-year-olds, children benefit from a language-rich environment that supports their learning and personal development. Staff use high-quality texts and storytelling activities to develop vocabulary, understanding and early writing. Staff observe how children learn and use this to plan activities that build on what they already know. This helps children to make a strong start to school.

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

Phonics is taught by trained staff. From the start of the Reception Year, children learn how letters and sounds work together and begin to read simple words. Most pupils are given books that match their reading stage, which helps them to practise and grow in confidence. By the end of key stage 1, many become fluent readers. Extra support helps those who fall behind, and most catch up well. However, a small number of pupils still find reading difficult. Further staff training is planned to address this.

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

Reading is prioritised across the curriculum. Pupils read widely and often, which helps them build vocabulary and understand new ideas in other subjects. In mathematics, teachers explain concepts clearly and sequence learning well. In the early years, children explore ideas like length and number through practical activities. Staff give clear examples and ask questions to help children use the right words and think carefully about their answers.

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

Across subjects, teachers use their strong subject knowledge to sequence learning logically and ensure pupils understand key ideas. They check pupils’ understanding during lessons and adapt teaching when needed. Pupils revisit important knowledge regularly, which helps them remember more and make links with new learning.

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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) are supported well. Their needs are identified early. Staff adapt lessons so that all pupils can take part and make progress. In the early years, visual tools and routines help children stay focused and manage their emotions. Across the school, staff work closely with families and professionals to provide the right support.

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

Pupils understand the rules and routines. This helps them stay focused and ready to learn. Consistent expectations have been strengthened through a new behaviour policy developed by staff and pupils. Pupils who need extra help benefit from targeted support and tailored interventions to meet their individual needs. The school is a safe and positive place. Bullying and harassment are not tolerated.

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

Pupils learn how to stay safe, healthy and respectful through lessons and assemblies. They explore feelings, friendships and how to make good choices, including staying safe online and in the community. Through stories and discussions, they develop respect for different cultures, beliefs and family structures. As a result, pupils are well prepared for life beyond this school. 24 June 2025

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The school works closely with families to support pupils’ learning and well-being. Strong relationships with parents help promote positive attitudes and good attendance. The school follows up on absences quickly and works with families and other agencies when needed.

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The trust and local governance committee support the school well. They ensure it remains focused on what matters most. Staff feel valued, and steps have been taken to manage their workload. Staff training is purposeful and aligned with priorities. This contributes to a positive and stable learning environment for pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The targeted approach to support early readers does not help a small number of pupils to successfully keep up. This affects their ability to develop reading fluency. The school should strengthen its targeted work with those pupils who require this additional support.

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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 outstanding 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. 24 June 2025

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This is the first ungraded inspection since we judged the predecessor school, Bramley CofE Aided Infant School and Nursery the school to be outstanding for overall effectiveness in March 2019.

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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). 24 June 2025

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School details

Dates of previous inspection 5 and 6 November 2019, under section 5 of the Education Act 2005

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Information about this school

 There have been changes to the school’s leadership since the last inspection. The current head of school has been in post since January 2025, and the executive headteacher since September 2024.  The school joined The Good Shepherd Trust in September 2023  The school has a religious character. Its most recent section 48 statutory inspection of Anglican and Methodist schools took place in March 2022.  The school has nursery provision for two-year-olds and a pre-school provision for three-and-four-year-olds.  The school does not currently use any alternative provision. 24 June 2025

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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 taken that into account in their evaluation of the school.  The inspection team met with the executive headteacher and head of school, as well as with other leaders and staff. The lead inspector met with a member of the trust executive team and two members of the local governance committee. She also held a telephone conversation with the CEO and a representative of the board of trustees.  The inspection team visited a sample of lessons, spoke with 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

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Information about this inspection

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  The inspection team considered the views of parents through their responses to the online survey, Ofsted Parent View. The inspectors spoke to parents, staff and pupils at various times throughout the inspection and considered their responses to the online staff survey.

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Inspection team

Clare Haines, lead inspector Ofsted Inspector

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Inspection team

Paul McKeown Ofsted Inspector 24 June 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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