Brambleside Primary School

Brambleside Primary School

Address: Cleveland Avenue, Kettering, Northamptonshire, NN16 9NZ Unique reference number (URN): 141632

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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 Strong standard

Leaders and staff have very high expectations of all pupils. They are tenacious in their ambition to ensure that pupils, including those who face barriers to their learning, achieve well. Leaders judiciously check pupils’ progress. They ensure that those with special educational needs and/or disabilities and disadvantaged pupils receive well-focused and effective support to keep up with their peers.

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Achievement Strong standard

Published outcomes are highly positive in almost all areas. Where this is not the case, leaders have taken swift and effective action. Pupils did not achieve well in the phonics screening check in 2025. As a result, leaders swiftly implemented a new approach, leading to positive outcomes for those pupils who have completed the checks in Year 2.

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Achievement Strong standard

Pupils achieve well across the wider curriculum. They make strong progress.

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Achievement Strong standard

They talk about their learning with confidence. In some subjects, for example art, the work produced is of a notably high standard.

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Attendance and behaviour Strong standard

Leaders are tenacious in their approach to ensuring that pupils attend well. Leaders check attendance data rigorously and regularly. They understand why some pupils struggle to attend well and support pupils and their families when this is the case. When necessary, bespoke programmes are implemented. Attendance for these pupils improves significantly. Leaders work well with families to provide pastoral support to aid a smooth transition into the school day. This highly effective support ensures that pupils are ready to access their learning. Leaders ensure that pupils want to attend by making time in school enjoyable. Over time, attendance has been significantly above national averages.

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Attendance and behaviour Strong standard

Leaders have high expectations of behaviour. They consistently model appropriate behaviours. Consequently, pupils’ behaviour across the school, in lessons and during social times is extremely positive. Classrooms are calm, orderly and purposeful. Social times are well resourced, vibrant and engaging. The school does not tolerate any form of discrimination or bullying. Any incidents are rare.

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Attendance and behaviour Strong standard

Leaders monitor behaviour patterns carefully and respond with timely, effective support. When necessary, appropriate and well-considered adaptations are made to meet the needs of pupils who require help to manage their behaviour. Pupils show positive attitudes to learning and rise to the high expectations set for them.

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Curriculum and teaching Strong standard

Leaders demonstrate a thorough understanding of the quality of the curriculum and teaching across the school. They use this information to make astute decisions to bring about improvements, for example prioritising inclusion. The curriculum is ambitious and sequenced to build pupils' knowledge over time. Teachers demonstrate consistently strong subject knowledge. They share this knowledge carefully with pupils. Teachers provide accurate demonstrations and ask well-focused questions. They take the time to ensure that pupils understand how new learning links to what they have learned before.

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Curriculum and teaching Strong standard

Teachers check pupils' understanding regularly and adapt their teaching to meet pupils' needs. Additional adults support pupils effectively, including giving pupils opportunities to develop their independence. The ‘Access curriculum’ provides opportunities for pupils to learn the key skills and knowledge needed to access the full curriculum. Staff have the skills to adapt the curriculum consistently for pupils who may face barriers to learning and for pupils with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Early reading and phonics are taught with precision, enabling pupils to learn to read effectively and access the wider curriculum. Staff engage in high-quality interactions to develop knowledge and vocabulary for pupils across all areas of learning. As a result, pupils are highly articulate about their learning.

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Early years Strong standard

Leaders have an astute understanding of the needs of children in the early years and ensure that the curriculum is taught well. The curriculum is clearly sequenced and reflects the needs of the children.

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Early years Strong standard

Children in the early years benefit from a vibrant, purposeful and inclusive learning environment. Children secure the foundational knowledge they need in reading, writing and mathematics. They embed this knowledge when exploring through play. Staff regularly check how well children are learning and adapt their teaching as necessary. They make changes to improve provision as appropriate, for example when developing mathematics and when developing the outdoor learning provision. Leaders and staff quickly and accurately identify children who face barriers to their learning and wellbeing.

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Early years Strong standard

Staff engage in high-quality interactions with children. This was particularly evident during play with animals and ice cubes, when children were describing how cold it is for the animals in the Arctic. Children develop knowledge and skills across all areas of learning.

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Early years Strong standard

Staff work quickly to get to know every child and their families well. Effective routines are securely established. As a result, children develop their independence, feel safe and happy and make notable progress from their individual starting points. They are very well prepared for Year 1.

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Inclusion Strong standard

Leaders have high aspirations for pupils with additional needs. Leaders are resolute in meeting the needs of every pupil. Pupils’ individual needs are identified and assessed effectively. Leaders value the input from parents and carers, external agencies and pupils when identifying barriers to learning.

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Inclusion Strong standard

Pupils who find learning the hardest benefit from high-quality, inclusive teaching. This is particularly evident in the work with the ‘Access curriculum’ and through the ‘Thrive’ approach, where bespoke programmes support pupils to build the skills and knowledge to learn with their peers effectively.

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Inclusion Strong standard

Staff benefit from high-quality training that supports them to better understand pupils’ needs across all vulnerable groups. Consequently, in the classroom, adults are highly skilled in reducing barriers to learning through appropriate adaptations. As a result, pupils achieve well.

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Inclusion Strong standard

Across all groups of pupils, leaders monitor pupils’ progress diligently and assess the impact of interventions and support strategies, including the impact of the pupil premium funding. This considered approach ensures that pupils who may face barriers to their learning are well supported and able to succeed. Pupils develop independence and have the skills and knowledge to thrive.

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Leadership and governance Strong standard

Leaders have an astute understanding of the priorities for development to ensure the best possible outcomes and experiences for pupils. They take timely action to improve areas for development, for example when improving provision for disadvantaged pupils and those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders’ decisions are in the best interests of pupils, particularly those who face additional barriers. They want all pupils to succeed personally and academically. Leaders have created a productive, positive and inclusive culture in the school.

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Leadership and governance Strong standard

Governors carry out their statutory duties with diligence. They hold leaders to account and remain focused on pupils’ best interests. They know the school very well. They are proud to be governors and enjoy their time spent in school.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, forge positive relationships beyond the school. They demonstrate genuine care and commitment when working in partnership with parents and carers. This positive relationship is valued. The vast majority of parents express confidence in the school, value the wider offer and appreciate the strong relationships staff build with their children.

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Leadership and governance Strong standard

Leaders ensure that staff and governors feel valued and supported. Staff appreciate how leaders support them to develop as professionals. They value the individualised approach to professional development and enthuse about the positive impact this has had on their practice. Leaders are considerate of the wellbeing and workload of staff. Staff are highly complimentary of the support from leaders.

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Leadership and governance Strong standard

Leaders share good practice with other schools, for example the positive impact of the well- written curriculum.

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Personal development and wellbeing Strong standard

Pupils develop secure and detailed knowledge across the personal, social and health education and relationships and sex education curriculums. Statutory requirements are met. Pupils benefit from a carefully planned programme that promotes character, resilience and an understanding of the world beyond the primary school. Pupils demonstrate a depth of understanding of fundamental British values and the diverse communities that make up modern Britain. The ‘faith tours’ ensure that pupils have an informed understanding of the different religions, within and beyond their community. Pupils talk with confidence about healthy relationships and how to keep themselves safe when using social media. Pupils know how to manage their own emotions and to resolve conflicts with others.

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Personal development and wellbeing Strong standard

Pupils are confident. They continue to develop their independence as they move through the year groups. Pupils collaborate and work well together and demonstrate resilience in their learning. They show unwavering support for one another. Pupils are proud of their leadership roles. They talk about the importance of helping the little ones and how they valued the support from older pupils when they were in the younger years. The school council reflects on how leaders listen to its suggestions and its views are valued.

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Personal development and wellbeing Strong standard

Pupils enjoy the wide range of clubs, trips and residential opportunities. Leaders meticulously track provision and adapt support when needed. They ensure that all pupils, including those who are disadvantaged, access the broad and exciting offer. Pupils’ interests and talents are nurtured. Pupils excel when performing. This was evident in the rehearsal of the end-of-year production by Year 6 pupils. All pupils performed to a high standard. The singing was joyful, melodic and supported with sign language, ensuring that it was accessible to all. In sporting competitions, pupils achieve very well.

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Personal development and wellbeing Strong standard

High-quality pastoral support means that pupils have the necessary skills to develop the independence and confidence to work and learn with peers.

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

At Brambleside Primary School, there is a strong sense of belonging. Pupils are valued, respected and cared for by staff. Pupils, including those with special educational needs, those known to social care and those who are disadvantaged, thrive in a culture that supports them to achieve well.

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

Staff build warm and positive relationships with pupils. Pupils show respect and care for one another. They say that they are proud of their school and that teachers ‘go above and beyond’ to help them. As a result, pupils attend well.

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

Pupils understand the high expectations of behaviour and rise to them. They appreciate that some pupils might need extra help with their behaviour and emotions. They respect and support this. Pupils say that bullying does not really happen but that staff would act swiftly to provide the right support if it did. Consequently, pupils feel safe in school.

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

Pupils participate enthusiastically with an engaging curriculum. Teachers make sure that pupils understand what they are learning. They build on what pupils have learned before. Pupils want to do well. They take pride in their work.

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

Pupils who need extra help quickly receive the support that they need. The approach of ‘learning and growing together’ enables staff to consider the needs of all pupils and provide effective tailored support. As a result, pupils achieve well.

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Team inspectors:

Alison Talbot, Ofsted Inspector Sean Kelly, Ofsted Inspector Stacey Carr, His Majesty's Inspector Pupils develop a secure understanding of what it means to be part of a tolerant and caring community. They develop their character and are well prepared for life beyond the primary school. Pupils benefit from a wide enrichment offer including clubs, visits, residential trips and opportunities to broaden their experiences. They excel in sporting events and enjoy the music extravaganza. Leaders ensure that all pupils, particularly those who may otherwise miss out, can take part fully in activities.

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Next steps

Leaders should continue to refine and strengthen the curriculum and wider school offer in order to achieve standards that have a transformational impact for all pupils.

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About this inspection

This school is part of a single-academy trust. The trust is overseen by a board of trustees, chaired by Jonathan Gardiner.

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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, deputy headteacher, special educational needs coordinator, early years leader, the chair of governors and a range of teaching and non- teaching staff. They also spoke to a wide range of pupils throughout the school during the inspection.

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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 currently uses no alternative provision.

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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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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) 67% 62% Close to average

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average

2022/23 (final) 64% 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) 80% 75% Close to average

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average

2022/23 (final) 79% 73% 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

2023/24 (final) 75% 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

2024/25 (final) 78% 74% Close to average

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average

2022/23 (final) 75% 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

2024/25 (final) 44% 47% Close to average

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average

2023/24 (final) 50% 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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average

2024/25 (final) 67% 63% Close to average

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average

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

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average

2022/23 (final) 71% 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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average

2024/25 (final) 56% 59% Close to average

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average

2023/24 (final) 50% 58% Close to average

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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

2024/25 (final) 67% 61% Close to average

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 71% 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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Persistent absence

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

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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

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

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