Brentry Primary School

Brentry Primary School

Address: Brentry Lane, Brentry, Bristol, BS10 6RG Unique reference number (URN): 108980

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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

While pupils achieve well overall, their attainment in writing is more varied. Leaders have rightly raised expectations about handwriting and spelling. Their effective actions mean that pupils' achievement in writing in key stage 2 is improving, although this is not yet reflected in pupils' published outcomes in national tests. There is still more work to do to make sure that pupils at the early stages of writing develop the writing skills that they need to form letters and punctuate their writing accurately.

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Achievement Expected standard

More generally, pupils gain the knowledge and skills they need to be successful across curriculum subjects. For example, pupils secure the necessary knowledge to solve mathematical questions at an age-appropriate level. They are typically well prepared for their next stage of education. Over time, pupils' attainment in published outcomes is broadly in line with national averages. Disadvantaged pupils, including pupils with special educational needs and/or disabilities, generally achieve well from their starting points.

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Curriculum and teaching Expected standard

Leaders have put in place a suitably broad, ambitious and well-sequenced curriculum. They know where it is working well and where further refinements are needed. Throughout the school, reading is a priority. The effective teaching of phonics enables pupils to achieve early success with reading. The curriculum and teaching extend pupils’ vocabulary and spoken language. As a result, pupils express their ideas with accuracy and confidence.

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Curriculum and teaching Expected standard

Strategies to check for pupils' understanding generally ensure that any gaps in learning are identified and addressed. Those pupils who fall behind receive the help that they need to catch up quickly. Pupils generally recall what they have learned and gain the knowledge that they need for their next steps. They are typically able to apply new and existing knowledge when working independently. For example, in history, pupils make links between the causes of the First and Second World Wars. Leaders have taken steps to strengthen the writing curriculum. However, pupils' errors in transcription and spelling in their early writing are not identified precisely enough. Consequently, pupils do not develop fluency as quickly as they could.

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Curriculum and teaching Expected standard

Leaders have ensured that teachers typically have the expertise that they need to deliver the curriculum well. Staff know the needs of pupils, including those with special educational needs and/or disabilities, and those who face other barriers to their learning, in detail. They provide sensitive support so that pupils can fully learn the curriculum.

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Early years Expected standard

Staff ensure that children receive a nurturing and inclusive start to their education. Meetings with parents, carers and nursery providers before children begin their Reception Year ensure that staff identify children's needs early and provide tailored support. Many children enter Reception Year below the national age-related expectations. However, the curriculum is carefully adapted to secure children's knowledge and progress across all areas of learning. This lays the necessary foundations for future success, for example in children's personal, social and emotional development.

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Early years Expected standard

Children’s communication and language development is rightly prioritised throughout. Staff support children to develop their language and vocabulary through high-quality interactions. Staff deliver individualised support, including speech and language programmes that address children's particular needs. There is a sharp focus on developing children's early reading skills and a love of books. Children start to learn to read as soon as they start school. The books they read match their phonics knowledge. This helps pupils develop fluency in their reading.

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Early years Expected standard

The school's consistent behaviour expectations ensure that pupils feel safe, secure, stimulated and content. Staff accurately identify barriers to learning and work effectively with parents and, where necessary, with external professionals to remove these barriers. Typically, children are well prepared for Year 1, and so their transition is smooth.

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Inclusion Expected standard

Leaders have a wholly inclusive vision. They are passionate in their work to overcome pupils’ barriers to learning. Staff build effective relationships with parents and carers. These help them to identify, assess and meet pupils' needs swiftly. Leaders reduce barriers to learning and wellbeing through reasonable adjustments and adaptations. Effective support plans ensure that all staff know how best to support each pupil with special educational needs and/or disabilities (SEND). Pupils with SEND typically learn the same curriculum as their peers. Pupils who use the ‘nest’ provision benefit from a highly personalised curriculum. This is delivered in a small-group environment, building these pupils' confidence over time.

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Inclusion Expected standard

Leaders work with a range of external agencies to provide the best support for pupils. They provide a wide range of training to support staff to meet pupils' individual needs. Overall, this is having a positive impact on pupils' outcomes. Funding for disadvantaged pupils is used appropriately. This ensures that support for disadvantaged pupils is targeted and impactful. Leaders maintain clear strategic oversight of inclusion. They review and adapt provision regularly in response to pupils’ changing needs. This ensures that support remains relevant and is typically effective. Alternative provision is commissioned appropriately and is always focused on pupils’ best interests.

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Leadership and governance Expected standard

Leaders understand the school's context and identify and address priorities while maintaining strengths. Their high expectations and aspirations have led to improvements in the design of the curriculum and in teaching. Where improvements are still needed, such as in writing, leaders take purposeful action. Leaders are mindful of staff workload and wellbeing. They ensure that all staff benefit from high-quality professional learning programmes and opportunities to collaborate, which develop staff expertise over time. Staff are proud to work at the school and value the close relationships and shared vision that they maintain.

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Needs attention

Leaders foster a culture of openness and trust. They have well-developed relationships with parents and carers and the wider community. Parents speak very highly about the school. They recognise and appreciate the nurturing environment and support that leaders provide.

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Needs attention

Governors share leaders’ ambition for pupils. They ensure that the school meets its statutory duties and work together in providing effective support and challenge to leaders. They seek assurances around the school's priorities and make visits to school to check. Inclusion is a key, continual priority. Leaders and those responsible for governance always act in the best interests of pupils, particularly those with barriers to their learning and pupils with special educational needs and/or disabilities. They make decisions that put pupils’ learning, safety and wellbeing first so that pupils can thrive.

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Personal development and wellbeing Expected standard

Leaders are committed to helping pupils get the most out of school so that they are well prepared for the future. They have created an effective personal development programme to support pupils to feel happy and well looked after and be able to thrive. Leaders ensure that the school's personal development programme reflects the needs of their context, pupils' lives and their local area. Pupils learn about relationships and health in an age-appropriate way. They understand how to identify unsafe situations and know how to keep themselves safe online and offline. For example, they understand the importance of road safety when riding bicycles.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a range of opportunities beyond the classroom. These broaden pupils' experiences and interests. Leaders ensure that pupils have the opportunity to try new things and develop skills they might not otherwise gain. For example, older pupils visit France to gain a first-hand understanding of another European country. This supports pupils to challenge stereotypes and develop curiosity about the wider world. Leaders promote the importance of equal rights and fairness. Pupils learn about British values, such as respect and the rule of law. Pupils are knowledgeable about the faiths and cultures of others. Leaders have developed the pastoral offer, ensuring that pupils can access the support that they need. This is effective and tailored to meet the needs of pupils.

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Personal development and wellbeing Expected standard

Leaders ensure that external expertise enhances the support on offer for pupils. Leaders' commitment to equity and inclusion are very evident. They track pupils' engagement to ensure that pupils with barriers to learning and those with special educational needs and/or disabilities take a full part in the activities the school provides alongside their classmates. This builds their confidence, and they gain a strong sense of belonging. Together, these experiences help all pupils grow and be ready for what comes next in their education.

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Attendance and behaviour Needs attention

The low attendance for some disadvantaged pupils remains a concern for leaders. In addition, too many pupils are persistently absent. Leaders are tackling attendance with renewed vigour. Although leaders' work is starting to have a positive impact, this is relatively recent, and it is not yet sustained over time. Leaders now track attendance patterns closely. Where necessary, they provide personalised support for pupils. This helps families overcome barriers to establish positive attendance habits. Leaders communicate their expectations about attendance clearly and consistently to pupils and their families so that they are well understood.

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Attendance and behaviour Needs attention

Leaders have established a well ‑ defined behaviour curriculum so that pupils are taught to behave well. This is underpinned by the school's mission statement, ‘Learn Together - SHARE Success’. Staff apply the behaviour policy consistently and sensitively. They make well-considered adaptations for pupils with special educational needs and/or disabilities. Leaders set clear routines and expectations for pupils’ behaviour across all aspects of school life. Classrooms have a purposeful, calm atmosphere. Pupils listen carefully and work cooperatively and collaboratively. Playtime routines and expectations are well established, enabling all pupils to belong. Incidents of poor behaviour are addressed swiftly. Bullying is not tolerated. Pupils enjoy the rewards they receive for demonstrating positive behaviours.

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

The school has high expectations for pupils’ behaviour. Pupils typically behave well. They conduct themselves purposefully around school. Pupils treat each other with kindness and respect. They enjoy opportunities to socialise at playtimes. Pupils trust staff to help them if they have any worries. Pupils enjoy learning. They demonstrate positive attitudes in class. They learn to collaborate and show resilience in approaching tasks. Typically, they are well prepared for their next stage of education. Pupils with barriers to their learning, including disadvantaged pupils and those with special educational needs and/or disabilities, make positive progress through the curriculum from their starting points.

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

Leaders have only recently begun to improve attendance and punctuality at Brentry School. Consequently, not all pupils attend as well as they should. Despite this, pupils are happy and safe. They are proud of their welcoming school. Parents value the school’s nurturing approach. This helps pupils develop a sense of belonging. They know that staff will go the extra mile for them to help them to achieve. Staff know pupils well. They use their understanding of pupils' aspirations and strengths to help them achieve positive outcomes.

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

Pupils benefit from a wide range of clubs, which they enjoy. These opportunities help to develop their talents and interests. Pupils participate in a range of civic events that help to prepare them for life in modern Britain. Pupils talk about how they contribute to the school community and live out the school’s values. They build a sense of responsibility from being positive members of the school. Their actions have had a positive impact on the experiences of others. For example, school councillors worked with school leaders to improve playtime equipment. Leaders promote equal access to opportunities so that all pupils can participate fully.

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Team inspectors:

Ian Robinson, Ofsted Inspector Simon Brown, Ofsted Inspector

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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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Next steps

Leaders should ensure that they raise pupils' levels of attendance and reduce rates of persistent absence rapidly, building on recent improvements. Leaders should ensure that the teaching of early writing is implemented consistently well so that pupils’ writing fluency and the quality of their work improve.

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About this inspection

The chair of the board of governors in this school is Lee Hannan.

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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 our 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 senior leaders, the special educational needs and/or disabilities coordinator, other leaders, the chair of governors and the local authority school improvement officer during the inspection. Inspectors visited lessons, spoke to pupils and looked at pupils' work. They scrutinised a range of documentation and information provided by the school and considered the views of parents and 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 makes use of 3 alternative provisions, all of which are unregistered.

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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.

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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national average

2024/25 (revised) 66% 62% Close to average

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national average

2023/24 (final) 59% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 72% 75% Close to average

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average

2023/24 (final) 69% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 76% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 72% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 42% 46% Close to average

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average

2022/23 (final) 40% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 67% 62% Close to average

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national average

2022/23 (final) 60% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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

2024/25 (2 term) 5.7% 5.2% 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

2022/23 (3 term) 19.9% 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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