Tanners Brook Primary School

Inspection of Tanners Brook Primary School Elmes Drive, Millbrook, Southampton, Hampshire SO15 4PF

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

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The head of school is Ingrid Dowse. This school is part of HISP Multi-Academy Trust Ltd, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Amanda Parry, and overseen by a board of trustees, chaired by Ann Langran. There is also an executive headteacher, Jess Paul, who is responsible for this school. 24 and 25 June 2025

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What is it like to attend this school?

Tanners Brook Primary is an inclusive and vibrant school community. Staff and pupils understand and reflect the school’s vision of ‘Striving for our personal best to make our community proud’. Staff have high expectations of pupils’ conduct and what they can achieve. Pupils rise to meet these and are well prepared for their next stage of education.

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What is it like to attend this school?

Pupils are respectful and kind towards each other. They are interested in what their friends and classmates think and believe. Pupils are committed to equality of all kinds, and they understand what equity feels like. Pupils learn about how to persevere when learning is challenging, so they can become successful. Throughout the school, there are warm and supportive relationships. Pupils know that staff will listen to any concerns or worries that they may have.

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What is it like to attend this school?

Pupils benefit from many opportunities that broaden their understanding of the world and themselves. Pupils value the many and varied roles as pupil leaders, such as prefect or digital leaders. They know they will learn important leadership skills and make a positive difference to their peers. They enjoy the extensive range of sporting clubs and outdoor opportunities. These experiences enrich pupils’ lives by helping them to explore their interests.

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

The school helps teachers to develop important subject knowledge. They are supported to deliver the curriculum and introduce new ideas effectively. This helps pupils to grasp new content and achieve well.

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

The school has developed an engaging and ambitious curriculum, beginning in the early years. In lessons, pupils revisit and practise what they already know. Teachers typically check pupils’ understanding. They usually address errors and misconceptions well. This means that most pupils recall their learning effectively and develop their knowledge. That said, on occasion, the school’s checks on what pupils know and remember are not as effective as they could be. As a result, some learning activities do not focus sufficiently on addressing the gaps in knowledge that some pupils have.

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

The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff consider the needs of these pupils very carefully to ensure that learning activities are adjusted to their individual needs. This means that they are able to learn the same curriculum well. Bespoke curriculum changes are made to address the needs of pupils where necessary. Expert staff deliver this with care and patience to enable these pupils to be successful. Pupils with SEND learn and play alongside their peers. This starts in the early years so that they are included in all aspects of school life.

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

The school’s phonics programme is expertly taught. Staff benefit from effective guidance that helps them teach the phonics programme well. They check on pupils’ learning and adapt the delivery of the curriculum where needed. Those who fall behind receive the support they need to catch up and keep up. Pupils develop a love of reading and become 24 and 25 June 2025

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fluent readers by the end of Year 2. Older pupils discuss their favourite authors and books confidently.

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Pupils’ behaviour is excellent. Pupils’ attitudes to their learning are impressive, starting in the early years. The school provides highly effective emotional support for pupils. A small number of pupils sometimes struggle to manage their behaviour or emotions. The school provides expert support for them. ‘Happiness journals’ benefit pupils because they are taught to recognise and express their emotions and feelings. Leaders track attendance carefully. When concerns arise, they act swiftly to provide families with effective support.

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The provision for pupils’ personal development is a strength of the school. There is a broad and inclusive approach, ensuring equal access to all opportunities. The school’s values help pupils understand their own actions and feelings. Pupils’ understanding and acceptance contribute to the school’s inclusive ethos. Pupils enjoy a wide range of trips and experiences that support their learning. Pupils develop a strong understanding of relationships and how to look after their physical and mental health. This range of opportunities prepare pupils for life in modern Britain and the next stage of their education.

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Trustees and governors work effectively with school leaders. The trust is well informed and guides staff expertly. It provides bespoke support for staff and coach leaders to strengthen their practice. Robust systems and structures provide governors and trustees with reliable information about the school’s performance. Staff, including those early in their career, value how continual training helps them to focus on improving pupils’ learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, the school’s checks on what pupils know and remember are not as effective as they could be. As a result, some learning activities do not focus sufficiently on addressing the gaps in knowledge that some pupils have. Consequently, these pupils do not learn as well as they could. The school should ensure that teachers are equipped to identify and address gaps in key knowledge so that pupils can achieve well. 24 and 25 June 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). 24 and 25 June 2025

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School details

Headteacher Jess Paul (Executive Headteacher) Ingrid Dowse (Head of School) Website www.tannersbrookpri.org.uk

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School details

Dates of previous inspection 20 and 21 February 2024, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the HISP Multi-Academy Trust.  The school does not currently use any alternative provision.  The school offers a before- and after-school club, managed by the governing body.

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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. 24 and 25 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held a wide range of meetings with the executive headteacher, members of the school’s wider leadership team, trust leaders, curriculum leaders and teaching and support staff.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography, science and art and design. Deep dives included visiting a range of lessons and looking at pupils’ work. It also involved talking with staff and pupils about how teaching in these subjects builds pupils’ knowledge over time. The lead inspector also observed some pupils read to a known adult.  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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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors scrutinised a range of documentation, including leaders’ plans for improving the school, minutes of trustees and local governing body meetings and records of attendance and behaviour incidents.  Inspectors took account of parents’ responses to the Ofsted Parent View questionnaire, along with their written comments. An inspector also spoke with parents and carers on the morning of the first day of inspection.  Inspectors gathered pupils’ views about their learning, what behaviour is like at the school and whether they felt safe. Inspectors also talked to pupils about their views on personal development and the wider school curriculum.  Inspectors met with a range of staff to gather their views on how leaders support them and took account of their responses to the Ofsted online staff survey.

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Inspection team

Gareth Flemington, lead inspector His Majesty’s Inspector

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Inspection team

Jason Philipsz Ofsted Inspector 24 and 25 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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