Brereton CofE Primary School

Brereton CofE Primary School

Address: School Lane, Brereton Green, Sandbach, Cheshire, CW11 1RN Unique reference number (URN): 144832

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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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Inclusion Strong standard

Leaders create a culture in which every pupil is included in school life. Pupils are supported well and expected to succeed. This is evidenced in the day-to-day experiences of pupils across the school. Leaders and staff promote close working with external professionals and with parents and carers. This ensures that pupils can thrive.

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Inclusion Strong standard

Leaders ensure that all staff have access to appropriate training, enabling them to meet the needs of pupils well, including those who face considerable additional challenges. Pupils with special educational needs and/or disabilities are welcomed into 'the kabin', which is a safe and comforting space where skilled and caring staff build secure relationships with pupils. This enables them to benefit from highly positive experiences in school and to learn the curriculum successfully.

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Inclusion Strong standard

Leaders work with other professionals to meet the needs of pupils. Where pupils need more targeted support, the school makes use of a registered alternative provision. Here, pupils receive specialist help and learn to recognise and manage their emotions. This enables them to return to the school better equipped for learning and for maintaining positive relationships.

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Inclusion Strong standard

Leaders at all levels work closely with families to reduce the barriers that some pupils have to learning. The impact of well-considered plans is carefully checked. Leaders can demonstrate clearly how pupils' needs are being met over time. Additional funding, such as pupil premium funding, is deployed intelligently to ensure that pupils who benefit achieve the best outcomes.

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Personal development and wellbeing Strong standard

Leaders have a deep commitment to developing the whole child. This ambition is reflected clearly in the school’s ethos and values. Leaders have designed a rich, sequenced programme of personal development that consistently enhances pupils' opportunities and experiences across all year groups. Regular sessions of outdoor learning give pupils sustained and meaningful engagement with the natural world. Pupils develop resilience, cooperation and a confident understanding of how to manage risk responsibly. Residential trips extend this further, taking pupils beyond their immediate community and enabling them to experience and appreciate the diversity of their country. These activities help pupils to build independence and deepen the bonds of friendship and teamwork that are central to the school’s aspirations for pupils.

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Personal development and wellbeing Strong standard

Pupils have a detailed understanding of how to keep themselves safe, including online. They speak with confidence and maturity about the risks they may encounter. They know where to go for help. This knowledge is embedded across the curriculum and revisited regularly, so that pupils' understanding deepens as they move through the school. The relationships, sex and health education programme is fully compliant with statutory requirements and is delivered in a way that is sensitive to pupils' age. Pupils develop a secure understanding of healthy relationships, equality and respect. Leaders actively develop pupils' capacity for leadership and responsibility.

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Expected standard

Pupils learn to recognise when they need help with any worries they may have. Staff are well trained in spotting when pupils may need support. The school’s pastoral support offer to pupils is sensitive and very effective.

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Expected standard

Pupils take on a meaningful range of roles across the school. These opportunities are carefully structured so that they are accessible to all, not just the most confident. As a result, pupils develop self-belief and a sense of purpose. Pupils are reflective, cooperative and generous. The personal development offer prepares pupils very well for the next stage of their education.

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Achievement Expected standard

The school is ambitious for all pupils. Overall, by the time pupils leave Year 6, their achievement compares favourably to national outcomes. Leaders have overseen significant improvements in outcomes for disadvantaged pupils. These pupils now achieve slightly higher outcomes in reading and mathematics than disadvantaged pupils nationally. Pupils are well prepared for the next stage of their education.

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Achievement Expected standard

Across the curriculum, pupils typically achieve well. Leaders ensure that pupils with special educational needs and/or disabilities receive the help that they need to secure their important curriculum knowledge. For example, most pupils reach the standard for the phonics screening check in Year 1. However, some pupils struggle with their writing. At times, staff miss opportunities to address errors in pupils' written work, which can limit pupils' ability to fully demonstrate the depth of their understanding. However, leaders ensure that effective support is in place to help pupils overcome gaps in learning, enabling them to catch up with their peers by the time they leave school.

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Attendance and behaviour Expected standard

Most pupils attend school regularly and arrive on time each day. Leaders have taken decisive and effective action to address the previously poor attendance of some pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

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Attendance and behaviour Expected standard

Pupils now generally attend well. Leaders work positively with parents and carers and provide effective pastoral support for pupils who need adaptations to help them feel comfortable and settled in school. Overall attendance is now broadly in line with national figures for most pupils. This includes the attendance of pupils with SEND. The attendance of disadvantaged pupils is now above national averages for this group of pupils, and in line with the attendance of all pupils. This is because leaders take effective steps to remove barriers that affect their attendance.

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Attendance and behaviour Expected standard

The relationships between staff and pupils are respectful. Staff typically apply the school’s behavioural expectations consistently well. Pupils are rewarded for their high standards of behaviour and kindness. Generally, learning in classrooms takes place without interruption. However, occasionally, younger pupils become disengaged from their learning. This happens when activities are not well matched to pupils’ needs and abilities. Pupils who need extra support in managing their emotions are supported well by caring staff. Pupils are generally happy at school and bullying is rare. Well-trained staff take the time to speak with pupils about their difficulties and help them to resolve disagreements.

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Curriculum and teaching Expected standard

The curriculum is well designed and ensures that pupils, including those with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged, gain the foundational knowledge needed for the next stage of their education. Staff use their knowledge to provide practice in important reading, writing and mathematics knowledge and skills. Children in the early years and key stage 1 learn phonics knowledge securely. This gives them the foundations that they need to learn to read successfully.

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Curriculum and teaching Expected standard

Teachers use ongoing checks on pupils’ learning effectively. They ensure that new learning builds on prior knowledge. Teachers generally use appropriate resources and scaffolding to help pupils keep up in their learning. Targeted support for pupils with SEND is carefully matched to their individual needs.

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Curriculum and teaching Expected standard

Leaders maintain oversight of the curriculum and its delivery. They make refinements where necessary. Recent work to increase ambition in English is having a positive impact. Older pupils demonstrate greater proficiency in using complex grammar and sentence structures. They write with increasing confidence and flair. However, in some subjects and classes, tasks do not consistently deepen pupils' knowledge, skills and understanding. This means that a minority of pupils do not move on in their learning at the appropriate point.

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Early years Expected standard

The early years curriculum is ambitious and carefully planned. Staff teach and model vocabulary throughout the day. This helps children to learn and use new words as they play and work. Leaders and staff know each child well. They take appropriate action when they see that a child needs extra help.

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Early years Expected standard

Reading is prioritised from the start. Children learn the sounds that they need to read words accurately. They practise reading books that are well matched to the sounds they are learning. Children who need additional support receive this quickly so that they can catch up. As a result, most children read accurately and fluently by the time they leave Reception. Children begin to learn how to write important words.

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Early years Expected standard

Children in Reception Year are well cared for and form trusting relationships with staff and their peers. Interactions between staff and children are typically warm and purposeful. They help to build positive relationships.

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Early years Expected standard

Children benefit from the stories, songs and rhymes that staff share with them. They join in with enthusiasm. Leaders develop positive relationships with parents and carers. This helps parents to feel more confident in supporting their children’s learning. Staff spot any additional needs early and act without delay. As a result, most children are ready for Year 1.

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Leadership and governance Expected standard

Leaders have established a clear and ambitious vision for the school that is rooted in its ethos and expressed through high expectations for all pupils. This includes for pupils who may be disadvantaged or have special educational needs and/or disabilities. This vision is understood and shared across the school community. Staff speak with confidence about the school's priorities and its commitment to helping every child to flourish. Improvement priorities are having a positive impact on outcomes for pupils.

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Leadership and governance Expected standard

As part of the wider multi-academy trust, the school benefits from the checks and support that the trust leadership provides. This includes access to shared professional learning, expertise and resources. Trust leaders and the local governing body fulfil their statutory duties and carry out their responsibilities with appropriate diligence.

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Leadership and governance Expected standard

The local governing board provides appropriate challenge to leaders. It holds them to account for the quality of education and for the progress of the most vulnerable pupils. They check that decisions are taken in pupils’ best interests and evaluate the impact of current initiatives skilfully. Leaders are mindful of the workload and wellbeing of staff. There are effective systems in place to ensure that staff feel valued and supported.

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Leadership and governance Expected standard

Professional learning is purposeful and aligned to the school's improvement priorities. Leaders act as role models for continuous professional development. They engage constructively with parents, carers and the wider community. Leaders have positive relationships with external agencies to support pupils' welfare and learning. Leaders at all levels focus on making sure that disadvantaged pupils receive the support they need.

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

Pupils flourish at Brereton School because they are helped to feel safe and valued as individuals. They attend regularly and arrive at school happy and ready to start each day. Pupils show enthusiasm for learning. Pupils behave well and are kind. Pupils are proud to display their 'best Brereton walking' as they move calmly and quietly around the school. From the early years, children learn to be considerate of others.

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

Relationships between pupils and staff are positive, warm and respectful. Pupils recognise what it means to embody the school values and to be part of the school community. The school has strong links with the local church. Pupils learn to help others, both in the classroom and during other parts of the school day. They do this without being asked because they see it as their duty to be kind and caring. This makes the school a joyful place in which to learn. They know how to recognise any signs of bullying. Incidents of bullying are rare, and staff deal with them quickly should they occur.

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

Pupils generally achieve well at this school. From the early years, most pupils make appropriate progress from their starting points. This is reflected in published outcomes, which are in line with national averages. Pupils who are disadvantaged and those who have special educational needs and/or disabilities are supported very effectively through carefully planned and tailored actions. This impacts positively on pupils’ learning and on the development of their character. Pupils are well prepared for the next stage of their education.

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

Pupils value the wide range of experiences that broaden their horizons, including residential trips, music lessons, leadership roles and the many clubs on offer. These opportunities help pupils grow in confidence and develop resilience and respect for others. Leaders ensure that all pupils can access an abundance of rich experiences.

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Next steps

Leaders should ensure that staff intervene swiftly and effectively to address misconceptions, including to reinforce accurate spelling, grammar and handwriting, to enable pupils to secure the foundational knowledge they need to achieve more highly across the curriculum. Leaders should ensure that learning activity choices consistently build on prior knowledge and provide purposeful opportunities for pupils, including the youngest learners, to rehearse and apply key concepts to make stronger connections and deepen their understanding over time.

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About this inspection

This school is part of Chester Diocesan Academies 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) Neil Dixon, and overseen by a board of trustees, chaired by John Mason.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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 and other leaders during the inspection. An inspector spoke with a group of governors, including the chair of the local governing board. They spoke with representatives from the trust, including the chair of the board of trustees, the CEO and the director of education. An inspector spoke with a representative from the diocese.

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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 one registered alternative provision for pupils.

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Lead inspector:

Cleone Cunningham, His Majesty's Inspector

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Team inspectors:

Gareth Caunce, Ofsted Inspector Valmai Roberts, 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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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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average

2024/25 (final) 62% 62% Close to average

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average

2022/23 (final) 63% 60% 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 (final) 77% 75% 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 (final) 73% 72% Close to average

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average

2022/23 (final) 73% 71% 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

2024/25 (final) 81% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 80% 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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national average

2023/24 (final) 33% 46% 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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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

2023/24 (final) 67% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2022/23 (3 term) 6.1% 5.9% 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

2024/25 (3 term) 11.1% 13.0% Close to average

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national average

2023/24 (3 term) 14.9% 14.6% Close to average

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national average

2022/23 (3 term) 18.0% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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