Brackenbury Primary School

Brackenbury Primary School

Address: Locks Hill, Portslade, Brighton, East Sussex, BN41 2LA Unique reference number (URN): 114413

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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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Personal development and wellbeing Strong standard

Leaders provide highly effective strategic leadership of personal development and wellbeing. They have designed an ambitious programme that builds pupils’ social, moral, spiritual and cultural development with precision. The personal, social, health and economic education curriculum follows a well ‑ sequenced structure that deepens pupils’ understanding over time. Leaders ensure teachers receive regular, targeted professional development so they deliver sensitive content in relationships education confidently and accurately. They adapt the programme swiftly in response to local safeguarding intelligence, ensuring pupils learn about online and offline risks that are relevant to their lives. Pupils speak with maturity about consent, respectful relationships and protected characteristics, and they articulate a secure understanding of fundamental British values. Older pupils explain how this prepares them well for secondary school.

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Personal development and wellbeing Strong standard

Leaders ensure the personal development offer is inclusive and meets the needs of all pupils. They track participation in clubs, leadership roles and wider opportunities meticulously, identifying and removing barriers for disadvantaged pupils, those with special educational needs and/or disabilities and pupils who speak English as an additional language. Financial support, encouragement and practical solutions, such as transport arrangements, ensure equitable access. Leaders actively encourage pupils who are less confident to take on responsibilities, helping them develop resilience, ambition and a strong sense of agency.

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Personal development and wellbeing Strong standard

Pastoral support is a significant strength. Leaders understand the diverse and sometimes complex needs of the community and respond with precision. The ‘Brackenbury Way’ promotes belonging and pride, and new pupils feel welcomed immediately. Anti ‑ bullying and anti ‑ racism work is visible, purposeful and embedded in daily practice. Pupils engage enthusiastically in environmental and community projects, demonstrating responsibility and social awareness. Displays across the school celebrate diversity, equality and leadership, reinforcing a culture where every pupil feels valued. Strong relationships, skilled emotional ‑ regulation support and a nurturing ethos ensure that pupils feel safe, respected and ready to learn.

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Achievement Expected standard

Pupils achieve positively. In national tests, pupils attain well, similar to national averages. There were dips in reading and mathematics last year, but pupils generally secure the foundational knowledge they need to access the wider curriculum. Pupils, including those with special educational needs and/or disabilities (SEND), make steady progress from their starting points. Progress in mathematics remains weaker, and leaders continue to refine teaching to address these gaps. Disadvantaged pupils achieve broadly in line with national averages. The curriculum promotes inclusion for all across subjects. Pupils with SEND benefit from targeted support that helps them to overcome barriers such as emotional needs. As a result, they develop increasing confidence and participate fully in school life.

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Achievement Expected standard

The school prepares pupils well for their next steps in education. They develop impressive social and emotional foundations through nurturing relationships, enrichment opportunities and a curriculum that builds resilience, independence and ambition. Leaders’ focus on inclusion ensures that pupils move forward with the skills and attitudes they need to succeed.

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Attendance and behaviour Expected standard

A meaningful sense of belonging supports pupils’ attendance, and families receive a warm welcome into the school community. Leaders track attendance closely and intervene early if there are challenges. This approach prevents many pupils from becoming persistently absent. Leaders and staff know families well and use this knowledge to remove barriers. Leaders communicate clear expectations and help parents understand the impact of missed learning. Strategies such as pastoral care at the start of the day encourage pupils to attend, especially if they have been anxious in the past. This positive and effective work by leaders ensures that attendance continues to improve across the school.

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Attendance and behaviour Expected standard

Pupils are welcoming, polite and kind to each other. They take pride in making a positive difference to the school and to the wider world. Parents speak positively about the nurturing ethos and the warm relationships between staff, pupils and families. Behaviour in lessons, social times and transitions is calm and orderly, supported by consistent routines and shared expectations. Pupils recognise their emotions and seek support appropriately. Leaders promote an inclusive culture, particularly for pupils who require help with their emotions. Carefully adjusted provision, including in the Orca and Octopus rooms, helps pupils to feel calm, safe and ready to learn. Pupils are flourishing in the school with positive enthusiasm for learning.

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Curriculum and teaching Expected standard

Leaders provide strategic leadership of the curriculum and teaching. They ensure that learning is well sequenced and effective across the school. They maintain a clear, shared vision for high ‑ quality education and monitor implementation with well-considered support and challenge for teachers and staff. Leaders prioritise essential knowledge, vocabulary, and concepts so pupils build understanding cumulatively. In early reading, mathematics, and science, carefully chosen approaches enable pupils to practise and apply learning confidently. Teaching is purposeful and responsive. Staff explain new learning clearly, model processes effectively, and check understanding routinely. Pupils engage positively and demonstrate secure recall of prior learning across many subjects. Teachers engage in purposeful professional development and contribute to curriculum refinement through moderation and shared planning.

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Curriculum and teaching Expected standard

The curriculum and teaching are fully inclusive. Adaptations are well matched to pupils’ needs, enabling those with special educational needs and/or disabilities to access the same ambitious content and achieve well. Phonics teaching is very effective, helping pupils to blossom as fluent readers. In mathematics, pupils learn successfully when teachers use clear models and revisit key concepts. Educational visits enrich the wider curriculum and deepen pupils’ historical understanding, for example. Occasionally, lesson tasks do not help pupils to learn key content securely. Leaders are addressing this, particularly to sharpen the teaching of writing to help pupils to write well across the curriculum.

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Early years Expected standard

Leaders provide clear and purposeful leadership of the early years. They create a nurturing environment where children feel safe, valued and ready to learn. Warm relationships underpin children’s wellbeing, and staff know children well. Parents speak positively about the caring ethos and inclusive approach. The early years curriculum supports children’s personal, social and emotional development effectively and gives them a secure foundation for learning. Leaders prioritise early reading. Children apply phonics knowledge confidently, and books match their emerging skills well.

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Early years Expected standard

Teaching provides varied opportunities for exploration, play and mark ‑ making indoors and outdoors. Interactions between staff and children are effective for helping children to develop confidence and to make positive choices. Children achieve broadly in line with national expectations, and those with special educational needs and/or disabilities are included successfully in learning and social experiences. Staff adapt provision appropriately so all children can participate. Sometimes, staff do not always maximise opportunities to extend vocabulary or develop language systematically during continuous provision. Leaders have begun to strengthen early foundations through a new handwriting scheme and a focus on pencil grip.

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Inclusion Expected standard

Leaders place inclusion at the heart of the school’s work. They identify pupils’ needs accurately and at an early stage, enabling staff to provide effective support to reduce barriers to learning. The school provides helpful support for pupils with special educational needs and/or disabilities (SEND). Staff understand pupils’ individual needs and adapt teaching appropriately so that pupils access the full curriculum successfully. Leaders monitor the impact of provision closely and make adjustments where needed. Leaders also respond swiftly to the needs of other pupils who face barriers to learning or wellbeing, including those experiencing emotional, social or attendance difficulties. Occasionally, some inconsistencies in teaching and learning can prevent pupils from achieving the intended learning. However, a warm culture of care, high expectations and effective support enables pupils to feel safe,

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Inclusion Expected standard

Leaders work well with external agencies such as social care. They provide sensitive pastoral support and work effectively with other professionals to promote pupils’ safety, wellbeing and engagement in learning. Leaders use pupil premium funding thoughtfully to support disadvantaged pupils. They target funding carefully to improve attendance, academic achievement and access to the wider curriculum. As a result, disadvantaged pupils participate fully in school life, achieve well from their starting points and benefit from the same rich opportunities as their peers.

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Leadership and governance Expected standard

Leaders provide dedicated, compassionate and purposeful leadership. They understand the school’s strengths clearly and identify appropriate priorities for improvement, particularly in writing, early years and the consistency of classroom practice. Their actions reflect a genuine commitment to pupils’ best interests, and they model the inclusive ethos they expect from staff. Leaders provide stable and supportive leadership, with clear strengths in relationships, inclusion and professional learning.

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Leadership and governance Expected standard

Governors provide helpful oversight, support and challenge to the school. Governors meet their statutory duties with diligence and receive regular information about inclusive practice, safeguarding and pupil premium spending. They visit the school to check aspects of provision and use this information to understand leaders’ work.

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Leadership and governance Expected standard

Staff speak highly of leaders’ support for wellbeing and workload. They value the open culture and feel able to raise concerns. Professional development is a strength. Staff access training in areas such as phonics and how to adapt learning for pupils with special educational needs and/or disabilities. This benefits pupils across the school. Leaders also work with other local schools and specialist partners to build further expertise across the team. Engagement with external professionals strengthens provision for pupils, and the school’s positive reputation within the community reflects this collaborative approach. Leaders maintain positive relationships with parents, carers and the wider community. Parents appreciate the school’s caring ethos and inclusive approach, and leaders communicate openly with families.

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

Pupils thrive at this caring, inclusive and aspirational school. They are proud to live the ‘Brackenbury Way’ and demonstrate the school’s values in their daily actions. They celebrate success by earning badges that recognise when they are being proud, determined and brave. From the moment children join in the early years, staff establish high expectations for kindness, cooperation and respect. Pupils quickly learn to be calm, considerate and confident members of the school community.

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

Pupils feel safe, happy and valued. They speak warmly about the caring relationships they have with adults, knowing that staff listen carefully and act swiftly if they have any concerns. Pupils are not worried about bullying because they trust adults to deal with any issues effectively. As a result, they feel secure and enjoy coming to school each day. Leaders create a welcoming atmosphere by greeting pupils and families each morning with warmth and familiarity. Older pupils take pride in supporting younger children, including through the Reception and Year 6 buddy system, helping everyone to feel a sense of belonging.

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

Pupils behave well in lessons and around the school. They approach learning with enthusiasm, concentrate well and show respect for one another. Pupils achieve well because they work hard and respond positively to high expectations of staff. The playground is a joyful place where pupils play happily together and include others. Pupils also enjoy building their ‘Brackenbury Backpack’ of memorable experiences, which broadens their

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Team inspectors:

Claire Martin-O'Donoghue, Ofsted Inspector Catherine Cottingham, Ofsted Inspector horizons and enriches their excellent personal development. Leadership opportunities enable pupils to make meaningful contributions to school life and to develop confidence and responsibility. Parents and carers value the school’s positive communication, inclusive culture, dedicated leadership and nurturing ethos. The school sits at the heart of its local community and provides a happy, welcoming haven where pupils flourish academically, socially and personally.

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Next steps

Leaders should ensure that lessons are designed with precise tasks to help pupils to achieve the intended learning. Leaders should ensure that the teaching of writing and handwriting is consistently strong to help pupils to achieve highly with their written work.

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About this inspection

The chair of the board of governors in this school is Sandra Mulholland.

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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, assistant headteachers, SENCo, support staff, governors and a representative from the local authority 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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About this inspection

There have been no relevant changes since the previous inspection.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 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 needs support 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) 55% 62% Close to average

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average

2023/24 (final) 54% 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

2023/24 (final) 79% 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 (final) 71% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 75% 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

2023/24 (final) 68% 73% 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) 36% 47% Close to average

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average

2023/24 (final) 33% 46% Close to average

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average

2022/23 (final) 55% 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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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) 57% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 64% 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) 50% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 64% 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 (3 term) 5.7% 5.2% Close to average

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national average

2022/23 (3 term) 6.4% 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) 13.4% 13.0% Close to average

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national average

2023/24 (3 term) 17.8% 14.6% Close to average

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national average

2022/23 (3 term) 15.9% 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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