|Name||Brampton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 April 2015|
|Address||School Board Lane, Brampton, Chesterfield, Derbyshire, S40 1DD|
|Religious Character||Does not apply|
|Number of Pupils||343 (56% boys 44% girls)|
|Number of Pupils per Teacher||23.2|
|Percentage Free School Meals||25.9%|
|Percentage English is Not First Language||9.9%|
|Pupils with SEN Support||19.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils for whom the school receives pupil premium funding is above average. This funding is for pupils in local authority care and/or those known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is above average. Most pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6. In the early years, Nursery-aged children attend part-time and Reception-aged children attend full time. The school has specially resourced provision for disabled pupils and those who have special educational needs. The provision, known in school as the ‘Rainbow Room’, is for primary-aged pupils with a diagnosis of autism spectrum disorder. The resourced provision is funded by the local authority but managed by the school. It caters for 14 pupils, all of whom are on the school’s roll, on a full-time basis. The pupils receive specialist teaching in the Rainbow Room when necessary, but most are fully included, with support, in the relevant mainstream classes. The school also has a breakfast club and it provides regular part-time nurture support for pupils who need it from time to time.
Summary of key findings for parents and pupils
This is a good school. School leaders, including governors, manage teachers’ performance well. They have successfully improved the quality of teaching and learning since the previous inspection. Both are now good, and the school continues to improve. Good teaching has resulted in good progress in reading, writing and mathematics for pupils of all abilities and backgrounds. This includes those in the specially resourced provision for disabled pupils and those who have special educational needs (the Rainbow Room). Children make good progress in Nursery and Reception and begin to be able to read, write and count. The school prepares pupils well for each next stage of their education. Behaviour is good; attendance is above average, pupils enjoy school and they want to do well. Pupils welcome those who are new to the school. They empathise with and readily support those who find learning difficult, for whatever reason. The promotion of British values is evident in much of the school’s work. Pupils understand the need for rules and they help the school to function in an orderly manner. Parents are overwhelmingly satisfied with the school and what it does to support them and their children. They also say that the school cares for and stretches all of its pupils well. The provision made for disabled pupils and those who have special educational needs, especially those who attend the enhanced resource base, is outstanding. Pupils say they are happy and safe at school, and all of their parents agree. Pupils know how to keep themselves safe, including when using internet. Governors support the school well, but they also use their excellent knowledge of it to challenge it to do even better. They keep the pupils at the heart of everything they do. It is not yet an outstanding school because : While overall progress in writing is good, it is not as good as in reading and mathematics. Errors recur in spelling, grammar and punctuation because teachers do not routinely expect pupils to correct them. Pupils do not produce longer pieces of writing often enough so that they can practise writing in different styles or for different purposes. Parts of the playground are hazardous because of the unevenness caused by tree roots disturbing the tarmac and encroaching into the school building. This considerably reduces the areas available for play, outdoor learning, sport and physical education, thereby limiting provision and progress.