Braunstone Frith Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils do not make as much progress as they should in mathematics.

The proportion of pupils attaining the expected standard in mathematics is below the national average. The teaching of mathematics is inconsistent. Some teachers do not have high enough expectations of what pupils can achieve.

They are not using their knowledge of what pupils already know to challenge all pupils. Leaders and teachers do not have a secure understanding of the progress that pupils are making across the school. The leader for the provision for pupils who have special educational needs (SEN) and/or disabilities does not have an overview of... the progress that pupils make.

These pupils do not make as much progress as they should. Leaders' checks on the progress of pupils who attend the school's inclusion provision are not careful enough. Pupils complete the same task, so some do not make as much progress as they could.

The behaviour of pupils is not managed consistently by teachers and teaching assistants. There is an over-reliance on leaders to manage challenging behaviour. In some lessons, pupils become distracted from their learning.

Teachers and teaching assistants do not always respond quickly enough to get pupils back to work. Leaders are not checking carefully the progress of pupils eligible for funding through the pupil premium grant. Leaders do not have a secure understanding of how spending is influencing the progress that these pupils make.

The school has the following strengths Leaders have changed the way that reading is taught across the school. The progress that pupils make in reading is improving. In English, teachers use their knowledge of what pupils know to develop pupils' learning.

Teachers use their subject knowledge well to further pupils' understanding. Provision in the early years is good. Staff have high expectations of what children can achieve.

Adults use questioning well to develop pupils' understanding. Leaders have taken a zero tolerance approach to lateness and poor attendance. The number of pupils who are late or absent is reducing.

Information about this school

Due to the recent increase in the proportion of pupils who have SEN and/or disabilities since the last inspection, the school has established an inclusion provision for pupils aged between five and 11 with behaviour and special educational needs. Leaders have received support from the local authority and from local school leaders. In 2017, the school met the government's current floor standards, which are the minimum expectations of pupils' attainment and progress in reading, writing and mathematics at the end of Year 6.

Also at this postcode