Brookfield School

Brookfield School

Address: Fouldrey Avenue, Poulton-le-Fylde, Lancashire, FY6 7HE Unique reference number (URN): 119895

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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

Many pupils have experienced disrupted education prior to joining this school. Leaders check pupils' starting points carefully when they arrive. Leaders ensure that pupils are supported to achieve and develop the essential skills they need for adulthood. In key stage 4, pupils generally achieve well across a range of nationally accredited awards that are appropriate to their stage of learning. Pupils leave the school well prepared to move on to suitable destinations in further education, employment or training.

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Achievement Expected standard

On the whole, pupils build on their prior learning and make steady progress over time. Pupils typically show positive progress in their social and emotional skills and readiness for adulthood as they move up through the school.

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Achievement Expected standard

Pupils are well supported by trained staff to help them develop essential knowledge and skills in reading, writing, mathematics and communication. These skills help them to access the rest of the curriculum successfully and thrive.

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Attendance and behaviour Expected standard

Leaders know the barriers to attendance that each pupil faces. Leaders and staff develop trusting relationships with pupils. This helps to encourage regular attendance. Leaders track and monitor absence carefully. They work persistently with families, external agencies and the local authority to re-engage pupils. Leaders have devised an innovative rewards system that motivates pupils to come into school. Even though many pupils at the school have experienced previous struggles to engage, participate and achieve in mainstream education, their attendance improves over time from their starting points. However, despite this, absence rates for some pupils are still high. Consequently, these pupils miss out on vital learning.

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Attendance and behaviour Expected standard

Staff teach pupils to recognise how they feel and what might cause this to change. These approaches successfully help pupils to manage their emotions and engage with their learning. There is a calm and usually orderly atmosphere across the school. Pupils typically behave well. They engage in the learning process and are motivated to do the best they can. Pupils listen carefully to their peers and wait patiently for their turn to speak. At breaktimes, pupil enjoy chatting while eating snacks or playing sports outside. Bullying is not common. If it happens, it gets sorted out by staff. Pupils are tolerant and supportive of each other.

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Curriculum and teaching Expected standard

The curriculum is personalised to meet the complex needs of each pupil. Subject content is logically ordered so that pupils build their knowledge well over time. The curriculum also provides social and emotional learning that help pupils to be ready to learn other subjects. Leaders have an accurate understanding of the strengths of the curriculum and teaching. They recognise that further work is required to ensure that some curriculums are delivered consistently well. Teachers carefully consider pupils' different starting points to adapt learning thoughtfully. Pupils experience success and enjoy their learning. Teachers typically have secure knowledge and explain tasks well. They work skilfully to reduce pupils’ barriers to learning. In the main, while many activities build pupils' learning well, leaders recognise that some pupils would benefit from more opportunities to deepen their knowledge.

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Curriculum and teaching Expected standard

Teachers check pupils' prior learning to skilfully pinpoint any gaps in their knowledge. However, occasionally, teachers move on to new work before pupils are ready. Also, at times some pupils are overly guided. This means that some pupils do not work as independently as they could.

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Curriculum and teaching Expected standard

The curriculum emphasises pupils’ communication and mathematics skills. Pupils have opportunities to read aloud and develop their confidence and fluency in reading.

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Inclusion Expected standard

Leaders and governors place pupils at the centre of their decision-making. Leaders have a personalised approach to meeting pupils' needs. Pupils are very well supported by a carefully designed transition package that helps them to start Year 7 with confidence. Leaders carefully identify and consider pupils' special educational needs and/or disabilities alongside their varied starting points. Leaders provide staff with relevant guidance and training to help them meet pupils’ needs. Pupils’ needs are catered for skilfully and with clear purpose. Staff make appropriate adaptations that reduce barriers so that pupils can access learning.

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Inclusion Expected standard

Leaders carefully monitor classroom practices and the progress that disadvantaged pupils make. Leaders create broad systems of support, including from pastoral staff and family support workers, to help pupils overcome any obstacles they have. Leaders also work productively with education psychologists, speech and language therapists and the local authority's virtual school. This targeted work means that vulnerable pupils receive personalised support. As a result, pupils learn to regulate their emotions and make notable progress in their readiness to learn.

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Inclusion Expected standard

Leaders use additional funding effectively, such as the pupil premium grant. This is informed by up-to-date research about the most effective ways to support disadvantaged pupils. This includes access to counselling, support with phonics and participation in music and wellbeing initiatives. However, the pupil premium strategy has not had the same degree of impact on these pupils' attendance.

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Leadership and governance Expected standard

Leaders, together with governors and staff, are passionately committed to the success of every pupil. The school's vision that every pupil can overcome challenges lies at the heart of what leaders and staff do. Leaders have created a positive ethos centred on inclusion, dignity and high expectations at all three of the school sites. Pupils develop socially, emotionally and academically through bespoke support.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths and improvement priorities for the school. This is based on their rigorous evaluation of its provision, drawing on the views of pupils, staff and parents and carers.

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Leadership and governance Expected standard

Governors deploy their skills effectively to find out how well the school is doing. They provide informed challenge and demonstrate a clear understanding of the school's complexities. Governors are supportive of leaders and work closely with them to ensure that pupils across all sites experience a high-quality education. Leaders and governors recognise a need to improve their strategic oversight of some aspects of the school, such as evaluating the impact of pupil premium funding on attendance with greater precision.

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Leadership and governance Expected standard

Leaders work together with staff as a close-knit team. Staff enjoy working at the school. They are well supported with their workload and wellbeing. Staff receive relevant, high- quality professional training.

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Leadership and governance Expected standard

Leaders and governors have developed productive relationships with parents and carers. Parents are appreciative of the work that staff do to improve their children’s confidence and self-belief. Leaders work effectively with a range of agencies and organisations to ensure that all pupils are supported well.

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Personal development and wellbeing Expected standard

Pupils’ wider development is central to the ethos of the school. The personal development programme is well designed to ensure it supports pupils’ social, emotional and mental health needs. Pupils learn about online and offline safety and healthy relationships, including consent. Leaders respond quickly to address pupils' anxieties. For example, visitors deliver thoughtful sessions about domestic violence, knife crime, and anti-social behaviour in the community.

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Personal development and wellbeing Expected standard

Pupils find out about fundamental British values through assemblies, voting in elections for school councillors and visits, such as to the Houses of Parliament. Pupils demonstrate respect for differences between people. They find out about different religions and beliefs. This develops their understanding and tolerance of others in the world.

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Personal development and wellbeing Expected standard

Pupils develop their social interaction, teamwork and resilience through taking part in a rich variety of outdoor activities. Pupils benefit from trips that enhance their understanding of the curriculum. These include to art galleries, castles and museums. Leaders make appropriate adjustments to ensure that all pupils are fully included on school trips, including by ensuring everyone can participate in outdoor education visits.

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Personal development and wellbeing Expected standard

Careers advice and guidance is of high quality and is woven into every subject. Talks from local colleges, employers and apprenticeship providers help pupils to be better informed about their futures. Pupils are well supported by mentors and mock interviews to help them prepare for applying to colleges and jobs. Pupils have many opportunities to develop their employability skills through work-related learning matched to their interests. This includes working in a local football club, at a farm and as a chef. Almost all pupils move onto appropriate education, employment or training. Pastoral support systems are responsive, ensuring that pupils receive the help that they need at the right time. When necessary, this includes mental health support, counselling and speech and language therapy.

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

This school has a nurturing and caring culture that encourages pupils to succeed. Many pupils have had previously disrupted school experiences. They develop warm and trusting relationships with staff. This helps them to feel safe and happy. Pupils are confident that staff would resolve any bullying quickly if it happened. Pupils follow individual programmes that support them to develop socially and emotionally. They make steady academic progress from their starting points.

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

Pupils follow well-established routines. This helps them to manage their emotions and feel more settled. A variety of therapies, including physical activities, music and art promote a sense of calm. Pupils enjoy having breakfast and lunch together with staff. This sets them at ease with each other and fosters a sense of belonging.

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

Pupils are kind and respectful towards each other and staff. They typically behave well and engage in their learning. Pupils’ resilience and their rates of attendance improve over time because of the encouragement and skilful care that they receive from dedicated staff.

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

Pupils benefit from a wealth of activities that promote their mental health and wellbeing. These include canoeing, mountain-biking and football. During breaktimes, pupils develop their teamwork and physical skills by playing basketball and cricket together enthusiastically.

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

Pupils’ opinions are valued and they have a genuine voice in the school. They have influenced Friday enrichment choices, lunch menus and successfully campaigned for a tuck shop, which has recently opened. School councillors play an active role in decisions about playground equipment. Pupils enjoy taking on responsibilities, such as raising money for charities.

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

Pupils are well prepared for adulthood. They develop important life skills, for example planning visits to places of interest in different parts of the country. This builds their confidence, reduces anxiety and fosters their independence.

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Next steps

Leaders should continue to strengthen the consistency of teaching, including to deepen pupils’ knowledge and ensure that they address any misconceptions. Leaders should build on their current strategies to continue to improve the attendance of all pupils and groups.

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Team inspector:

Gary Anders, Ofsted Inspector Leaders and governors should develop more strategic use of the information they gather about the pupil premium funding in order to evaluate its impact on the attendance of disadvantaged pupils.

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About this inspection

The chair of the board of governors in this school is Maria Taylor.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, senior leaders and representatives of the governing body. They also spoke with representatives of the local authority, including the headteacher of the virtual school. Inspectors spoke with staff and pupils across all three sites of the school.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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 caters for pupils with an education, health and care plan, mainly for the following needs: social, emotional and mental health needs and autism spectrum disorder.

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About this inspection

The school operates across three sites. The main site is at Fouldrey Avenue, Poulton-le- Fylde FY6 7HE. It caters for pupils from Years 7 to 9. Pupils in key stage 4 are taught at 1 to 9 Kemp Street, Fleetwood FY7 6JX. In addition, since September 2025, a separate group of pupils in key stage 4 is based at the Transition Pathway Centre, Wrea Brook Court, Lytham Road, Warton PR4 1TE.

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About this inspection

Phase leaders were appointed for each of the sites in September 2025.

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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.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

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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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