The Brow Community Primary SchoolOfsted report card, 15 Sept 2026

The Brow Community Primary School

Address: The Clough, Halton Brow, Runcorn, Cheshire, WA7 2HB Unique reference number (URN): 111124

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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 Strong standard

Leaders have established clear and consistent approaches to managing behaviour and improving attendance. Pupils are supported effectively to understand and regulate their emotions and behaviours, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care. Where needed, leaders make thoughtful adaptations and provide individualised support so that pupils learn how to cope with different situations. As a result of this work, the school is a calm and harmonious place. This includes the specially resourced provision for pupils with SEND, where pupils are nurtured and fully engaged in their learning. Across the school, pupils demonstrate highly positive attitudes to learning. Misbehaviour is rare. Any concerns, such as fallouts, are dealt with quickly and consistently.

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Attendance and behaviour Strong standard

Leaders have recently secured improvements in pupils’ attendance. This has been achieved through a sustained and targeted effort to support parents and carers so that pupils attend more regularly. The published data does not fully reflect the complexities of the school’s cohort. Even so, there have been impressive gains for pupils who face barriers to attendance. Leaders’ work with pupils and their families is addressing these barriers well. For example, recent data shows that persistent absence among pupils with SEND has reduced considerably.

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Inclusion Strong standard

Leaders have established comprehensive systems to assess pupils’ needs as soon as they join the school. They identify the most appropriate strategies to help pupils settle quickly and feel secure. Staff benefit from extensive, high ‑ quality training that ensures they are skilled in removing barriers to learning, including for pupils known to social care and those with special educational needs and/or disabilities (SEND). This enables staff to respond effectively to pupils’ individual learning needs.

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Inclusion Strong standard

Leaders use the pupil premium funding for disadvantaged pupils with precision and impact. They ensure that pupils, particularly those facing multiple challenges, receive tailored support that strengthens their learning. Their emphasis on developing pupils’ speech, language and early reading skills has been especially successful. Pupils grow in confidence and fluency, becoming more assured readers who are ready to access the wider curriculum.

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Inclusion Strong standard

Staff provide support for pupils’ social, emotional and mental health needs, including for those who have experienced social care involvement. Through sensitive, nurturing relationships, staff help pupils to build self ‑ esteem, resilience and confidence so that they are well prepared to learn.

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Inclusion Strong standard

In the specially resourced provision for pupils with SEND, staff are highly effective in enabling pupils to make rapid progress through the curriculum. Expectations for these pupils’ achievement are consistently high. Staff ensure that each pupil is supported to achieve success.

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Achievement Expected standard

The published outcomes for this school do not accurately reflect the attainment of current pupils. The high proportion of pupils with special educational needs and/or disabilities, including those in the specially resourced provision and those with an education, health and care plan, attain well from their starting points.

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Achievement Expected standard

Although there are some mistakes that are repeated in their written work, pupils typically build a solid foundation for their future learning in reading, writing and mathematics. They generally acquire the basics well. Pupils in the mainstream class attain well in the Year 1 phonics check. For those pupils who start at the school in the early years, their attainment by the end of key stage 2 matches, and sometimes exceeds, that seen nationally.

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Achievement Expected standard

Generally, pupils know and remember much of their key learning across the curriculum. However, at times their recall is not as secure. They sometimes confuse the task with what they are learning and cannot recall some important knowledge well enough. Nevertheless, pupils throughout school are prepared well for their next steps, both socially and academically.

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Curriculum and teaching Expected standard

Leaders have constructed a curriculum that identifies key learning in every subject. Across the curriculum, leaders have ensured it is well sequenced and builds securely on pupils’ prior knowledge. Leaders have adapted how the curriculum is delivered effectively to meet a wide range of needs, particularly for pupils with special educational needs and/or disabilities. In the specially resourced provision, for example, the curriculum is tailored well to individual pupils' needs so that learning aligns well with their next steps. Leaders ensure that curriculum expectations for all pupils remain appropriately ambitious.

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Curriculum and teaching Expected standard

Teachers deliver the curriculum with confidence. They design engaging lessons that promote participation and enable pupils to achieve well. They use questioning skilfully, anticipate common misconceptions and model learning so that pupils understand how to be successful. As a result, pupils generally learn the building blocks of knowledge they need in reading, writing and mathematics. Leaders have also renewed the phonics and mathematics curriculums. They are now having a positive impact on pupils’ early reading and understanding of basic mathematics knowledge. However, teachers do not address weaknesses in pupils’ handwriting, spelling and punctuation effectively enough. Consequently, some errors persist in pupils’ written work.

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Early years Expected standard

Leaders have ensured that the early years curriculum helps children securely build their knowledge. Many children have special educational needs and/or disabilities and, alongside their peers, they make suitable progress through the curriculum. Staff promote pupils’ understanding of language consistently well across the Nursery and Reception Years. There is a systematic programme in place to develop children’s understanding of phonics and early reading skills. Children learn basic skills in reading, writing and mathematics through relevant tasks that engage them. However, although staff address pupils’ reversals of numerals and letters, many of these errors persist for too long, as is the case in the rest of the school. Even so, staff match the curriculum closely to children's needs to prepare them for their next steps in learning.

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Early years Expected standard

Staff have highly positive interactions with children that help develop their understanding across all areas of learning. Teachers check on children’s learning to identify any gaps in their knowledge. Staff use this information to adapt their approach to suit individual needs, including supporting children’s wellbeing. As a result, children are engrossed in the interesting tasks that they are given and flourish as individuals.

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Early years Expected standard

Leaders and staff engage well with parents and carers. Parents who responded to the Ofsted Parent View survey were full of praise for the support that they have been given.

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Leadership and governance Expected standard

Leaders have a precise understanding of the school's effectiveness. They have prioritised actions for improvements with the best interests of pupils in mind. The senior leadership team align their plans to develop the school with the training that they offer to staff. There is also a commitment to help to develop each member of staff's professional practice. As a result, all staff are on board with the direction for school improvement that has been set by leaders.

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Leadership and governance Expected standard

Governors understand the school well and have an accurate understanding of pupils' attainment. However, governors do not challenge well enough about the impact of leaders’ actions to improve the attainment of different pupil groups. As such, they are not making the most of their expertise when working with leaders to improve the school even further. That said, they generally fulfil their statutory duties well. Staff are full of praise for the way in which leaders and governors look after their workload and wellbeing. Staff are overwhelmingly positive about working at the school.

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Leadership and governance Expected standard

Leaders continue to tailor approaches and collaborate with external agencies for the best possible outcomes for pupils. Leaders have forged positive relationships with pupils and their parents and carers. Leaders have a detailed understanding of their families, acknowledging their barriers and unique circumstances. Parents are highly positive about the school and for the way in which leaders have supported them in times of difficulty.

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Personal development and wellbeing Expected standard

Leaders have ensured that the personal, social, health and economic curriculum is carefully constructed so that it is responsive to the school’s local context. It is designed to help pupils build a secure understanding of the knowledge and skills they need navigate life beyond school. Staff use the curriculum well to help pupils to develop their character, values and personal viewpoints. Pupils learn how fundamental British values underpin life in modern Britain and support positive relationships within diverse communities. As a result, pupils learn to express their opinions with confidence while showing respect for the views of others. They are well prepared for the diversity of life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from meaningful opportunities to learn about a range of faiths, cultures and traditions. They develop a clear understanding of the similarities and differences between religions and learn to recognise and celebrate cultural diversity. Through discussions, assemblies and enrichment activities, pupils deepen their sense of right and wrong. They learn to make responsible choices.

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Personal development and wellbeing Expected standard

The relationships and health education curriculum is equally well designed. Pupils gain a secure understanding of what constitutes a healthy relationship and learn how to maintain a healthy lifestyle. They are taught about how to keep themselves safe in a variety of situations. For example, external visitors have delivered sessions on knife crime and the risks associated with gang culture. Pupils also learn how to stay safe in a range of different situations, including online.

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Personal development and wellbeing Expected standard

Leaders ensure that the personal development offer broadens pupils’ experiences beyond their immediate environment. Residential visits help pupils develop teamwork, resilience and cooperation. All pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, have access to a wide range of clubs that nurture their interests and talents.

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

Pupils enjoy coming to this warm and welcoming school. They are greeted each morning by staff who genuinely care about their wellbeing. This helps pupils feel safe. Pupils are included in all aspects of school life. The highly positive relationships that they have with staff, and with each other, contribute to the calm and harmonious environment.

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

Including in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), leaders carefully identify pupils' needs so that any barriers to learning can be addressed effectively. All staff are adept at gently nurturing pupils so that they engage with their work. They help to enhance pupils' learning and wellbeing through their expert support. Pupils are enthusiastic and curious to learn about the interesting topics that they study. They sustain their interest and contribute well to classroom activities. All pupils, many of whom have SEND, make positive progress from their starting points to achieve well. They are well prepared to take their next steps in learning.

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

Leaders quickly establish what support is needed to address any behavioural needs. Pupils, including those that transfer from other schools, settle well. When they join the school, pupils quickly make friends. Difference is celebrated at the school. Pupils soon develop a sense of belonging to the school community. Bullying is addressed effectively by staff. Pupils have positive attitudes towards school. They feel safe because of the care that they receive from staff.

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

Pupils’ attendance has improved recently. Leaders have taken effective action to drastically reduce the persistent absence of some pupils. This ensures that pupils do not miss out on the exciting opportunities on offer at school. For example, pupils go on residential visits,

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Team inspector:

Gary Bevin, Ofsted Inspector camping on the school field and visiting museums and theatres as part of a thoughtful programme of experiences that develops pupils' understanding of the wider world.

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Next steps

Leaders ensure that there is a more consistent approach to addressing aspects of some pupils' handwriting, spelling and punctuation so that common mistakes are addressed more swiftly. Leaders should ensure that there are more effective strategies in place to help improve pupils' recall of key knowledge in subjects across the curriculum. Governors should ensure that they question leaders in greater detail about the impact of the actions to improve the achievement of different pupils groups so that they can help promote further improvements.

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About this inspection

The chair of the board of governors in this school is Anne Reid.

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About this inspection

This inspection took place from 15 to 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, deputy headteacher, the special educational needs and disabilities coordinator, the chair of governors and 3 other governors, staff and pupils 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 includes specially resourced provision for up to 10 pupils in key stage 1, and 16 pupils in key stage 2. All pupils have speech, language and communication needs.

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About this inspection

The school currently uses no alternative provision.

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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 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. National average: 26.5%

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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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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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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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average

2023/24 (final) 56% 62% Close to average

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average

2022/23 (final) 60% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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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

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Urgent improvement

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