Bradwell Village School

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About Bradwell Village School

Name Bradwell Village School
Ofsted Inspections
Headteacher Ms Sashi Siva
Address Walgrave Drive, Bradwell, Milton Keynes, MK13 9AZ
Phone Number 01908318088
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 242
Local Authority Milton Keynes
Highlights from Latest Inspection

What is it like to attend this school?

Bradwell Village is a caring and inclusive school where everyone is welcome.

Pupils are happy and enjoy coming to school. They are polite and courteous. There is a supportive and positive environment.

The school has high expectations for pupils' attitudes towards learning and their behaviour. Pupils behave well and work hard. Those who need extra help to manage their feelings receive the support they need.

The school puts pupils' academic and emotional needs at the heart of everything they do. This helps pupils to achieve well.

Pupils are keen to learn.

Teachers present learning in interesting ways which motivate pupils' interest and encoura...ges them to think. Pupils appreciate that teachers make their learning enjoyable and challenging. Staff take opportunities to broaden pupils' experiences, for example through links to universities and sporting and enrichment events.

Pupils' achievements and successes are celebrated. At breaktimes, pupils play well together. They enjoy using the large play spaces and spending time with their classmates.

Pupils also appreciate the indoor playtime games that staff organise for them. They are confident to speak with staff if they have any concerns. Parents are supportive of the school.

They are rightly confident that their children are safe and looked after well.

What does the school do well and what does it need to do better?

Leaders prioritise reading across the school. There is a logical progression of knowledge and skills that pupils gain over time.

Pupils have books that match their reading level so that they can become fluent readers. They engage in well-planned practical activities to help them remember how to blend sounds.

Pupils also develop their interest in reading by taking part in many well-planned events.

These include World Book Day, Milton Keynes Reading Festival and having authors visit the school. Pupils say they love reading, especially in the outdoor reading area. If any pupils struggle, staff quickly ensure that they receive extra support to help them catch up.

Pupils with special educational needs and/or disabilities (SEND) receive well-considered and precise help. Leaders support parents well to help their children read at home.

The curriculum is highly ambitious for all, including pupils with SEND.

Following a recent curriculum review, the school has made well-considered changes. The curriculum is now sequenced carefully, and learning is broken down into small steps. The detailed plans set out what skills and knowledge leaders want pupils to learn in all subjects, across the school.

The curriculum changes are helping pupils to learn better than in the past. Currently, there is further work to do to check that the new curriculum is working as intended and that pupils are achieving as well as they could, across all of their subjects.

Within lessons, there are well-planned activities to support pupils' understanding.

These include opportunities for pupils to recall and discuss previous learning. Pupils talk confidently about their learning, demonstrating how their knowledge grows over time. Pupils take pride in their work.

They behave well, enabling them to concentrate and work hard in a calm and purposeful manner.

Pupils with SEND have their needs identified quickly. Staff provide them with well-planned support that enables them to access the full curriculum.

Pupils with SEND are encouraged to work independently and not become over-reliant on the adults who help them. Expectations of their behaviour are as high as for other pupils.

Leaders promote pupils' personal development effectively.

Pupils become active citizens through embracing the leadership opportunities available to them. These include the school council, eco-council and the healthy school council. Staff support pupils to become confident, resilient and independent learners.

Pupils learn about budgeting and finance skills, such as prioritising spending and eating healthily on a low budget. They learn about reducing risk in situations such as those involving railways, water, being online, bike safety and personal safety. Pupils have an age-appropriate understanding of healthy and unhealthy relationships.

They know about British values and the importance of tolerance and respect for all.

Leaders and governors know the school well. They understand the school's strengths and priorities for improvement.

Their determined drive is having a positive impact on pupils' education. There is a strong team spirit in the school, and staff feel supported.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The impact of recent curriculum changes is not fully understood. As a result, the school is not sufficiently clear about which parts of the curriculum could be even better. The school should ensure that checks on the new curriculum enable it to identify, and act on, less well-established aspects of planning and teaching so that pupils learn consistently well across all of their subjects.

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