Brockwell Junior School

Brockwell Junior School

Address: Purbeck Avenue, Loundsley Green, Chesterfield, Derbyshire, S40 4NP Unique reference number (URN): 112691

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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

Pupils achieve very well across the curriculum. Leaders have established high aspirations for all pupils, and key stage 2 outcomes, particularly for the most disadvantaged pupils, are consistently above the national average in all areas. Pupils develop deep foundations in key areas of learning and build knowledge successfully over time.

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Achievement Strong standard

Pupils' work across subjects shows clear progression in knowledge and skills, with pupils applying what they have learned with confidence. Pupils, including the most disadvantaged and those with special educational needs and/or disabilities, demonstrate secure retention of prior learning and deep curriculum knowledge across many subjects. These pupils benefit from the same high expectations as their peers. They achieve very well from their starting points.

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Achievement Strong standard

Leaders act swiftly and effectively to improve any areas where outcomes do not meet their consistently high expectations. Due to this, pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders have high expectations for all pupils' attendance. They combine rigorous monitoring, clear communication with families and targeted support to ensure that pupils attend well. Leaders' actions ensure that any barriers to attendance are identified and addressed swiftly. When needed, leaders work effectively with external partners to support families to improve their children's attendance. As a result, attendance remains consistently above the national average for all groups of pupils and continues to improve.

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Attendance and behaviour Strong standard

Pupils behave consistently well across the school and demonstrate highly positive attitudes to learning. Calm, purposeful routines are firmly established, creating an orderly environment in which pupils feel safe, valued and ready to learn. Positive relationships between staff and pupils are clearly evident. Leaders promote a caring approach that combines high expectations with effective support for pupils who need it. All staff understand the behaviour systems and apply them consistently. This helps pupils to develop into reflective, responsible and caring members of the school community. Incidents of bullying, discrimination and unkind behaviour are rare. Staff deal with any such incidents quickly and effectively. Older pupils act as positive role models, contributing to a culture of respect and belonging for all.

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Curriculum and teaching Strong standard

Leaders have established a carefully planned and well-sequenced curriculum, which ensures that pupils develop the deep knowledge and skills they need to succeed. Leaders have made thoughtful refinements where needed. For example, they have aligned the approach to phonics to one with which pupils are already familiar. Leaders regularly review what is in the curriculum to ensure that it remains ambitious and relevant. They have identified the importance of pupils securing key knowledge, particularly in reading, writing and mathematics, so that pupils are well prepared for future learning.

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Curriculum and teaching Strong standard

Teachers have deep subject knowledge and use assessment effectively to check pupils' understanding and adapt teaching where needed. They know pupils well and use their understanding of what pupils already know and can do to plan learning that clearly builds pupils' knowledge over time. Teachers maintain high expectations, including through a clear focus on vocabulary, presentation and the application of writing in all subjects. Consistent teaching supports pupils to produce high-quality work in their books across all subjects. Pupils engage well with their learning and demonstrate positive attitudes towards their work.

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Curriculum and teaching Strong standard

Leaders ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils access the same ambitious curriculum as their peers through the use of appropriate adjustments.

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Inclusion Strong standard

Leaders have established a culture of inclusion at the heart of the school. They have a detailed understanding of pupils' needs and barriers, and the approaches that help pupils to thrive. Leaders use assessment and monitoring information effectively to check whether support is making a difference. They adapt provision when necessary.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities benefit from carefully considered support that enables them to access learning alongside their peers. Teachers use appropriate adjustments, and pupils' individual support plans are clearly reflected in classroom practice. Staff receive effective training and apply their knowledge well, helping pupils to achieve well from their individual starting points.

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Inclusion Strong standard

Leaders use additional funding purposefully to address the barriers that disadvantaged pupils may experience. They review the impact of this support and ensure that these pupils benefit from the same opportunities as their peers, both in lessons and through wider school experiences.

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Inclusion Strong standard

Pastoral provision is prioritised across the school. Staff work closely with pupils, families and external professionals to support those experiencing barriers to learning or wellbeing. Leaders identify pupils who may be less likely to participate, actively encouraging their involvement in enrichment, leadership and residential opportunities. As a result, pupils develop a strong sense of belonging and participate fully in school life.

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Leadership and governance Strong standard

Leaders have created a positive and ambitious culture where pupils are at the heart of the school's work. High expectations and inclusion are reflected in the decisions leaders make. Leaders know the school's strengths and priorities well and use a wide range of evidence to evaluate the school's work. Leaders work closely with external partners, including the local authority, to strengthen provision and secure highly positive outcomes for pupils. As a result, improvement work is well considered and focused on what will make the greatest difference for pupils. Leaders know pupils and their families very well. They use effective systems to identify pupils' needs early and to evaluate the impact of support. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are fully included in all aspects of school life. Leaders have established a positive culture of care and

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Leadership and governance Strong standard

belonging that helps pupils to feel valued, supported and successful.

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Leadership and governance Strong standard

Staff benefit from professional development that is closely matched to the school's priorities. Leaders foster a collaborative culture in which staff share expertise and learn from one another. Leaders consider staff wellbeing and workload carefully when making decisions. Close partnerships with parents and carers and the wider community enrich pupils' experiences and support their wider development.

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Leadership and governance Strong standard

Governance is highly effective. Governors know the school and its priorities in detail. Regular visits, training and performance information enable governors to provide effective support and challenge. They fulfil their duties diligently and maintain a clear focus on improving outcomes and experiences for pupils.

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Personal development and wellbeing Strong standard

Leaders have developed a clear and coherent personal development curriculum that is centred on the school's 'safe, smile, succeed' motto. These 3 simple aspects are deeply embedded into school life and underpin pupils' experiences across the curriculum and wider community. Leaders have designed a personal, social, health and economic education curriculum that reflects the needs of the school's community. Through this, pupils develop the knowledge, confidence and understanding that they need to make informed choices, build positive relationships and contribute positively to life in modern Britain.

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Personal development and wellbeing Strong standard

Through planned learning and wider experiences, pupils develop a secure understanding of the fundamental British values and the importance of respecting difference. As a result, they value the diverse backgrounds, beliefs and experiences in their community and beyond. Pupils learn how to recognise and respond to risks to their wellbeing, including those found online. Opportunities to explore different cultures, beliefs and perspectives broaden pupils' understanding of the world beyond their immediate community. Consequently, pupils demonstrate mature attitudes and show respect for others.

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Personal development and wellbeing Strong standard

Leaders place a high priority on ensuring that all pupils benefit from the rich range of opportunities available. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, fully participate in enrichment opportunities that broaden their horizons and develop confidence and independence. They greatly enjoy and benefit from a wide range of trips and clubs, including sports and arts. These experiences help pupils to develop their talents, interests and aspirations.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Staff know pupils well and identify emerging needs quickly, providing timely support that promotes wellbeing and engagement in school life. Leaders routinely evaluate the impact of their work in this area. Consequently, pupils are confident, resilient and well prepared for life beyond school and the transition to secondary education.

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

Pupils enjoy coming to Brockwell Junior School and are proud to be part of the school community. They feel safe and know who to talk to if they have any worries. Pupils develop a deep understanding of how to keep themselves safe, both in school and beyond. Staff know pupils incredibly well and provide a deeply caring environment where pupils feel included and valued. The school's inclusive ethos helps pupils to feel that they belong and that they can take part fully in school life.

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

Pupils behave very well in lessons and around the school. They understand the school's expectations and make positive choices. Relationships between pupils and adults are highly positive. Pupils treat one another with respect and work well together. Bullying is rare and pupils are confident that adults will listen to them and deal with any concerns appropriately. Older pupils take their responsibilities seriously and act as highly positive role models for younger children. Pupils enjoy taking on various roles in school, such as being part of the school council. These opportunities build pupils' confidence and leadership skills.

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

Pupils approach learning positively and enjoy all aspects of the well-structured curriculum. As a result, pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, achieve consistently well. They develop the deep knowledge, skills and confidence needed for the next stage of their education. Pupils enjoy being part of their school community. Because of this, attendance is consistently high.

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

Life at Brockwell extends beyond the classroom. Pupils value the wide range of opportunities available to them, including after-school clubs and trips. They enjoy taking part in activities that develop their interests and talents. These experiences help pupils to develop resilience and respect for others. Pupils leave Brockwell as well-rounded young people who are ready for the opportunities and challenges ahead.

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Next steps

Leaders and those responsible for governance should sustain their highly effective work across all areas and continue to strengthen provision to achieve a transformational impact for all pupils.

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About this inspection

The chair of the board of governors in this school is Steve Farnsworth.

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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

This inspection took place on 14 and 15 July 2026.

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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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Team inspectors:

Janis Warren, Ofsted Inspector Christine Watkins, His Majesty's Inspector

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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 14 July 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?

Inspectors spoke with the headteacher and other senior leaders, governors, parents and carers and a representative from the local authority during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher : Catherine Holmes 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.

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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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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) 77% 74% 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) 77% 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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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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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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