Marshbrook First School

Marshbrook First School

Address: Teddesley Road, Penkridge, Stafford, Staffordshire, ST19 5BA Unique reference number (URN): 145378

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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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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' attendance. They have put effective strategies in place, and these are making a positive difference. Pupils are motivated to attend school regularly, and most do. In addition, leaders work hard to reduce the number of pupils who are persistently absent. This includes them working collaboratively with parents, carers and external agencies to reduce barriers to attendance. Consequently pupils' rates of absence are decreasing.

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Attendance and behaviour Expected standard

Pupils understand and apply the school rule for being ready, respectful and safe. Staff build positive relationships with all pupils and get to know them well. They identify anyone who might need extra help and provide the right support when needed. This is helping pupils to manage their emotions and means that the school is a calm and orderly place.

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Attendance and behaviour Expected standard

Staff remain alert to signs of bullying. They have effective strategies in place to address any issues when they arise. Pupils understand the rules and trust adults to sort problems out if needed.

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Early years Expected standard

Children typically make a positive start to their education. They learn in a vibrant setting that is well resourced. The curriculum is carefully designed and sequenced to build children's knowledge and skills across many areas of learning. Children learn to read through a structured phonics programme, and staff promote a love of reading right from the start. Children also have a range of opportunities that develop their counting ability and number recognition skills. Staff typically engage children in high-quality interactions to help them understand new concepts. For example, they use questions and model language, which supports pupils to use new words.

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Early years Expected standard

Staff know each child very well. They identify any additional support required and take swift action to ensure that children access learning. Staff engage proactively with families and specialist professionals to ensure that support for pupils with special educational needs and/or disabilities is effective.

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Early years Expected standard

Staff ensure that the statutory requirements of the early years are met. Children are well cared for and enjoy safe and comforting routines that support their wellbeing and development.

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Inclusion Expected standard

Leaders are committed to ensuring inclusive practice at the school. They have put systems in place that help all pupils access the curriculum.

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Inclusion Expected standard

Leaders and staff know pupils well. This helps them to quickly identify any barriers to pupils' learning or wellbeing, including for those with special educational needs and/or disabilities. Leaders closely monitor the progress of these pupils. They have introduced processes that ensure the right support is put in place at the earliest opportunity. This support includes staff working well with external professionals when necessary.

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Inclusion Expected standard

Leaders ensure that teachers understand their role in reducing barriers to learning. The school's procedures guide teachers in making appropriate adaptations to support all pupils. This includes pupils receiving targeted and well-planned support that responds to their individual needs.

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Inclusion Expected standard

Some pupils access more specialist provision. The school's 'sunshine room' provides a safe and stimulating space where pupils receive well-organised pastoral and academic support. This targeted support helps pupils to access and participate in classroom learning with greater confidence.

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Inclusion Expected standard

Leaders ensure that additional funding is used to reduce barriers to learning. They prioritise and introduce well-considered initiatives that ensure pupils feel included and develop a sense of belonging.

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Leadership and governance Expected standard

Leaders know the school community well. They are aware of the school's strengths and understand areas for development. They have already taken effective steps to secure improvements in many elements of the school's provision. For example, they have strengthened links with the community and improved the quality of the mathematics curriculum. Leaders have appropriate plans in place to improve the effectiveness of teaching. They recognise that further work is needed to ensure that the curriculum is taught well.

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Leadership and governance Expected standard

Those responsible for governance fulfil their strategic roles. They maintain oversight of safeguarding requirements and hold leaders to account for different aspects of the school's statutory duties. They also ensure that leaders engage with other professionals and colleagues from across the trust. This outward-looking culture is supporting the school's continued progress.

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Leadership and governance Expected standard

Staff recognise the consideration that leaders have for their workload and wellbeing. They feel well supported and share leaders' high aspirations for the pupils. Staff access professional learning opportunities that are helping to develop their expertise.

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Leadership and governance Expected standard

Parents and carers welcome leaders' changes to improve the school. They are supportive of the school's vision and appreciate the increased opportunities to participate in school life with their children.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils are well prepared for life in modern Britain. Pupils study a range of topics in relationships, sex and health education (RSHE) and this helps them to understand and maintain their physical and emotional health. They generally remember what they have learned and speak confidently about the features of healthy friendships. Their learning is enhanced during school assemblies when pupils find out about various

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Needs attention

cultures and beliefs. These opportunities are successfully deepening their understanding of issues concerning equality and diversity.

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Needs attention

Leaders prioritise pastoral support for pupils. Staff recognise the importance of supporting pupils' emotional wellbeing, and they use a range of strategies to do this. For example, they teach pupils how to regulate their emotions. This helps pupils to explain how they feel. This work to promote pupils' wellbeing is proving successful. Pupils feel safe at school and are ready to learn.

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Needs attention

Pupils develop their sense of responsibility by fulfilling leadership responsibilities. For instance, pupils in Year 4 are proud 'buddies' of children in Reception Year. Their work makes a meaningful difference to new starters, who settle quickly into school life. Pupils also build a sense of pride by representing the school in sporting events. For example, some are members of the school's football team.

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Needs attention

Leaders plan meaningful enrichment events to support pupils' personal development. They actively encourage all pupils who are disadvantaged to attend and take part. Everyone has a chance to participate. Some enjoy activities such as coding, dance and art club. Others join in with the school's rock band. Older pupils also look forward to residential visits. These enriching events help pupils to grow in independence and confidence.

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Achievement Needs attention

Leaders' work to address weaknesses in teaching is not yet fully embedded. As a result, some pupils are not well prepared for their next steps in learning. Teachers do not consistently ensure that pupils develop important knowledge and skills in handwriting, punctuation and spelling. This limits the progress pupils make across the curriculum and sometimes leads to errors and misconceptions in their work.

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Achievement Needs attention

Pupils' outcomes in phonics and the multiplication tables check are broadly in line with national expectations. However, sometimes staff do not provide enough opportunity for pupils to use and build on their knowledge in lessons. This means that some pupils have gaps in their learning.

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Achievement Needs attention

Leaders have prioritised the teaching of strong foundations in the early years. This is helping to ensure that children in the nursery make a positive start to their education.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities make good progress from their starting points. The plans in place to identify their next steps are clear and checked regularly. This is helping these pupils to achieve well.

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Curriculum and teaching Needs attention

Leaders have put in place a broad curriculum that is designed to develop pupils' knowledge and skills across a range of subjects. However, there is variability in how well teachers use their knowledge of what pupils already know and can do. Sometimes, pupils are not supported well to complete work. Some pupils are not given the help they need to make progress from their starting points.

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Curriculum and teaching Needs attention

Reading is prioritised throughout the school. Phonics is taught effectively from the early years, and support is in place to ensure that pupils who fall behind are helped to catch up. However, the writing curriculum is not as well embedded. Leaders are at the early stage of ensuring that pupils develop accurate handwriting, spelling and grammar in English lessons.

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Curriculum and teaching Needs attention

Leaders have identified the correct priorities to improve the teaching of mathematics. They have provided training for staff, and this has helped to develop their expertise. As a result, mathematics is typically taught well.

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Curriculum and teaching Needs attention

Staff make adaptations to support pupils in lessons. This helps to ensure that all pupils access the curriculum. However, teachers do not always make effective checks on pupils' understanding. This means that some pupils develop gaps in their learning.

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

Pupils enjoy attending this caring and inclusive school. They experience the school's values of being reflective, resilient and respectful through all aspects of school life. This helps them to feel safe. Staff build warm relationships with pupils that make a lasting and meaningful difference. They ensure that everyone gets a chance to shine. Pupils who require additional support receive individual care that helps them to succeed.

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

Pupils enjoy coming to school and are keen to learn. The curriculum supports them to develop knowledge and skills across a range of subjects. However, some pupils are not as well prepared for the next stage of their education as they could be. Some have gaps in their knowledge of reading, writing and mathematics.

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

Children get off to a positive start in the early years. They benefit from consistent and caring relationships with staff who support them to settle quickly into school.

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

Pupils behave very well. They get along together and enjoy sharing their resources and experiences. Bullying is rare, and pupils know that trusted adults are there to help them resolve any issues. This makes the school a happy place where pupils thrive.

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

Pupils have opportunities to broaden their horizons and develop character through participation in various trips and experiences. Many pupils find these experiences exciting and memorable. For example, some speak with enthusiasm about a visit to a local castle. Staff work hard to nurture pupils' talents and interests. From the 'Marshbrook Melodies' Choir to playing in the school football team, pupils are proud of their achievements.

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Team inspectors:

Vanessa Payne, Ofsted Inspector Adam Montague-Clewes, Ofsted Inspector

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Next steps

Leaders should continue to develop staff's expertise so that the curriculum is generally taught well. Leaders should ensure that pupils develop the foundational knowledge they need in spelling, handwriting and grammar in order to make greater progress through the curriculum. Leaders should continue to monitor the impact of their intended actions to improve the delivery of the curriculum.

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About this inspection

This school is part of Penk Valley Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Trevor Sutcliffe, and overseen by a board of trustees, chaired by Mark Roberts.

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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

The inspection took place on 15 and 16 September 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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About this inspection

Inspectors spoke with the headteacher and other members of staff during the inspection. They also spoke with representatives of the trust, including the CEO and representatives of the trust board and local governing committee.

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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 does not use alternative provision.

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About this inspection

Headteacher: Jamie Morgan 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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About this inspection

The inspector(s) used this data during the full inspection on 15 September 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.

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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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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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national average

2024/25 (3 term) 10.1% 13.0% 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. 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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