Brampton Cortonwood Infant School

Brampton Cortonwood Infant School

Address: Chapel Avenue, Brampton Bierlow, Barnsley, Barnsley, South Yorkshire, S73 0XH Unique reference number (URN): 144324

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils generally achieve in line with national expectations in the phonics screening check at the end of Year 1. However, in 2025 this fell below the achievement of other pupils nationally due to a combination of unforeseen circumstances beyond leaders’ control. Changes to the phonics programme and improvements in teaching have seen a marked improvement in the way current pupils learn phonics. They are making positive progress through the phonics programme and any gaps in pupils’ knowledge are being addressed quickly.

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Achievement Expected standard

Over time, pupils make suitable progress from their starting points. They gain important knowledge in reading, writing and mathematics, which sets them up well for the wider curriculum and future learning. Leaders provide targeted support to ensure all pupils develop the knowledge and skills they need to succeed. Consequently, pupils become increasingly confident learners and are generally well prepared for transition to junior school.

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Curriculum and teaching Expected standard

Pupils enjoy an ambitious, engaging curriculum that promotes active learning. They relish the outdoor provision that is woven through the curriculum and designed to develop important life skills. Pupils build essential knowledge and skills, including in reading, writing and mathematics from the early years to Year 2. They establish secure foundations for further learning in junior school and beyond.

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Curriculum and teaching Expected standard

Leaders closely check the impact of the curriculum and the quality of teaching. They identify improvements that strengthen pupils’ learning and progress through the curriculum. For example, carefully considered changes to the teaching of phonics and writing are having a positive impact. Pupils are immersed in the joy of reading.

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Curriculum and teaching Expected standard

Staff receive effective training to teach the curriculum well. They prioritise extending pupils’ vocabulary and have high expectations. Pupils generally build successfully on their prior learning. They receive extra help when needed to address gaps in their learning. For example, some children in the Reception Year take part in guided practice to develop their confidence with counting and number recognition so they can keep up with the curriculum. However, although teachers identify issues that some pupils have in the development of their handwriting, their checks on how well these pupils practise to improve their handwriting are less precise, slowing the development of fluency in their writing.

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Early years Expected standard

Staff provide nurturing, carefully considered education for early years children to ensure they make a positive, happy start to school life. They work closely with parents and carers to keep children safe and secure and to meet their needs. Staff know children well and hold high expectations for them all. They focus precisely on language development, modelling vocabulary and exposing children to a rich range of stories, songs and rhymes. As a result, children become increasingly articulate. In the Reception Year, children build phonics knowledge and develop important reading and mathematics skills. Staff strengthen early writing skills by emphasising physical development and correct pencil grip. However, they do not always teach letter formation with enough precision.

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Early years Expected standard

Staff promote children’s personal, social and emotional development effectively. They nurture positive mental health, resilience and friendship. Children follow routines and behaviour expectations from the Nursery Year and grow in independence. They enjoy outdoor learning and talk about their ideas with increasing confidence. Most children make secure progress from their starting points and achieve well across all areas of learning by the end of Reception.

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Early years Expected standard

Staff adapt teaching for disadvantaged pupils and those with special educational needs and/or disabilities. They check carefully what children know and provide targeted support so they can catch up and keep up. Children participate fully in school life and are well prepared for Year 1.

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Inclusion Expected standard

Leaders identify pupils’ individual needs and barriers to learning accurately and at an early stage. Staff receive high-quality training to provide well-designed support for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. They work closely with parents and carers and external professionals to provide the right support to help these pupils to access the curriculum and to succeed and be happy in school.

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Inclusion Expected standard

Leaders check with precision the impact of learning support and interventions for pupils with SEND. When changes are necessary, leaders act promptly to help staff to adapt their approaches. For example, they support teachers to adjust their teaching so that pupils can learn more effectively. Leaders seek expert guidance about how best to support pupils’ sensory and processing requirements, helping pupils to feel calm and be ready to learn.

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Inclusion Expected standard

Leaders use additional funding to ensure that, from the early years, disadvantaged pupils receive appropriate support. They ensure that these pupils learn well alongside their peers and fully access the school’s enrichment opportunities. For example, children in the early years receive skilled support to develop their speech, language and communication skills. Staff take care to ensure disadvantaged pupils across the school catch up with missed learning and achieve their best.

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Leadership and governance Expected standard

Leaders and trustees identify and support continuous improvement across the school effectively. Leaders have a clear strategic vision, grounded in an accurate understanding of the school’s strengths and areas for development.

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Leadership and governance Expected standard

Governance is secure. Trustees are knowledgeable. They ensure that decisions are well informed, resources are used efficiently and leaders are challenged and supported effectively. Trustees know the school community well and have high ambitions for all pupils. They work collaboratively with leaders to ensure pupils have equal opportunities, are well cared for and kept safe.

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Needs attention

Staff feel valued and are actively involved in shaping the school’s direction. Professional development for staff is purposeful and evidence-informed. It contributes directly to the continued improvement of teaching and leadership. Leaders promote a positive culture that prioritises staff welfare and considers their workload. Leaders' positive relationships with parents and carers, the local community, other trust school colleagues and external professionals and organisations enhance the school's provision and support outcomes for pupils. Leaders act decisively and in the best interests of all pupils, ensuring that the needs of those who are disadvantaged, have special educational needs and/or disabilities, or face other barriers are effectively met.

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Personal development and wellbeing Expected standard

The curriculum gives pupils a wide range of opportunities to develop personally and support their wellbeing. This begins in the early years. Pupils learn to discuss their feelings and express their emotions. Each day starts with time for pupils to reflect on how they feel, talk with friends and consider how to make the most of the day.

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Personal development and wellbeing Expected standard

Pupils access age-appropriate relationships and health education. They learn how to lead healthy lives that support positive mental and physical health. Pupils relish learning in the outdoors, where they work and play with others. Pupils learn to appreciate nature, care for the school's chickens and develop creative thinking. Leaders promote inclusion and celebrate diversity throughout the curriculum. Pupils learn the importance of respect and build positive friendships. Effective pastoral care helps them manage worries and be ready to learn.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum builds pupils' knowledge and skills securely so that they are increasingly prepared for life beyond school. For example, pupils learn about water safety because the school is near a body of water. From the early years, pupils take part in activities mapped out in their ‘experience passports’ to ensure they gain a valuable set of experiences before leaving the school. They develop their understanding of fundamental British values and different cultures and beliefs and take pride in representing the school in village and local events. These include choir performances and making birthday cards for a resident of a local care home celebrating his 100th birthday.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe, including online and from drugs and alcohol. They enjoy curriculum-linked trips that enrich learning and broaden their understanding of the local area and wider world. Pupils develop leadership skills as house ambassadors and school council members. Leaders respond to pupils’ requests for extra-curricular clubs and adjust these regularly to reflect their interests, ensuring all pupils can take part.

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Attendance and behaviour Needs attention

In recent years, pupils' attendance has been below national averages. Too many pupils, including disadvantaged pupils, do not attend school regularly. This means that they miss essential learning and personal development opportunities. Leaders track pupils' individual attendance closely. They understand the reasons for the significant number of absences in the last academic year and have worked sensitively but purposefully with parents and carers to improve pupils' attendance. Where some pupils are absent more persistently, leaders actively offer support and put strategies in place to ease pupils' anxieties and help them to attend school more regularly. This work is beginning to have a positive impact and the attendance of most pupils is starting to improve but it is too early to tell if the improvements will be sustained over time.

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Attendance and behaviour Needs attention

The school is a calm, nurturing place, where relationships between staff and pupils are warm and respectful. Staff know pupils well and have high expectations for their behaviour. From the early years, pupils behave well. They take pride in following the school’s ‘green family values’. They learn to be kind, gentle, respectful, hardworking, polite, and honest. Bullying is rare. Staff deal with any poor behaviour consistently and effectively. Pupils develop positive attitudes to learning. Where some pupils struggle to understand their emotions and manage their behaviour, staff provide well-considered and personalised support.

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What it's like to be a pupil at this school

Pupils arrive each morning, greeted warmly by caring staff. From the early years, staff create a reassuring start to the day. Pupils of all ages thrive in the school’s nurturing atmosphere. They benefit from effective support for their social and emotional development. Pupils love the school’s outdoor setting, where they learn resilience, enjoy problem-solving and develop their creative and physical skills. They enjoy a range of enrichment experiences. In the early years, children enjoy exciting activities that inspire their curiosity. Pupils across the school are encouraged to take time to express their thoughts and record their feelings in their journals, which helps them reflect and decide how they want their day to go.

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What it's like to be a pupil at this school

Pupils trust staff to keep them safe. They are confident to talk to their teachers about any worries they may have. Staff establish caring and highly positive relationships with pupils. They deal with incidents of poor behaviour effectively. Bullying or discrimination are not tolerated. Pupils understand the rules and routines and follow them consistently. They typically behave sensibly in class and around school, which keeps the school a calm environment for learning. Pupils demonstrate positive attitudes to learning. Those with special educational needs and/or disabilities and disadvantaged pupils get the help they need. They enjoy their lessons, are confident to suggest ideas and use resources purposefully.

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What it's like to be a pupil at this school

Pupils enter school with different starting points, and some face significant barriers to learning. Staff provide the right support to ensure that most pupils make positive progress through the curriculum from the early years to the end of Year 2. They are generally well prepared for junior school. However, a significant minority of pupils do not attend school on a regular basis. This makes it harder for them to learn well, develop their social skills and to sustain friendships.

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Lead inspector:

Stephanie Innes-Taylor, His Majesty's Inspector

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Next steps

• Leaders should ensure that teachers provide effective support for pupils in the early stages of learning to write to develop accurate handwriting skills. • Leaders should ensure that attendance improves for all pupils to be at least in line with national averages.

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About this inspection

The school is part of the James Montgomery 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), David Silvester, and overseen by a board of trustees, chaired by Dr Richard Punshon.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following out renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders, the trust's strategic lead for safeguarding and attendance, the school business manager, the strategic school improvement lead for the trust, the CEO and deputy CEO and chair of the trust. Inspectors spoke to some parents and carers and staff and met with some pupils. They considered the responses to Ofsted's online survey Ofsted Parent View, and the responses to Ofsted's survey for staff.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

The school has ceased to provide education for children from the age of 2 years. This provision is now operated by a separate provider located at the same address as the school and is inspected separately.

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About this inspection

The school provides nursery provision for children from the age of 3 years.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 11.1% 14.6% Close to average

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national average

2022/23 (3 term) 18.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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