Braywick Court School

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About Braywick Court School

Name Braywick Court School
Ofsted Inspections
Mrs Michelle Robertson
Address Hibbert Road, Maidenhead, SL6 1UU
Phone Number 01628782562
Phase Academy
Type Free schools
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 244
Local Authority Windsor and Maidenhead
Highlights from Latest Inspection


Braywick Court School continues to be an outstanding school.

What is it like to attend this school?

This is a community of excellence. Pupils thoroughly enjoy coming to school. They feel happy and safe.

Leaders have the highest aspirations for pupils' academic work. They prepare pupils very well for the next stage of their education. Pupils strive to meet the high expectations of leaders.

Behaviour is exceptional. Classrooms buzz with a quiet hum of learning. Around the school, at break and lunchtimes, pupils are polite and respectful of others.

The school deals with any rare incidents of bullying well.

The school is set within a nature reserve. Pupils vi...sit often through the changing seasons.

This enables them to develop a deep understanding of the plants, trees and wildlife around their school. Pupils are passionate about the need to protect the environment. They recycle and reuse materials regularly.

Pupils enjoy a wide range of enrichment opportunities, including very many extra-curricular activities and trips. These experiences nurture pupils' talents and interests, and deepen their understanding of the curriculum. Pupils enjoy taking on extra responsibilities, such as house captains and well-being ambassadors.

Parents speak highly of the school. They are confident that staff will do their utmost to ensure their child's welfare and academic progress.

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

The school succeeds in its vision to provide a rich and inclusive learning environment where pupils become confident, independent learners.

Leaders are committed to improving pupils' life chances and ensuring that they experience success. For instance, pupils do well in Spanish as they start learning the language in pre-school.

The curriculum is exceptionally ambitious.

It is designed to be exciting and interesting. In all subjects, there is a clear sequence of learning. From the age of two, children who enter the pre-school benefit from a very well-planned curriculum.

Through carefully chosen activities, children develop strong social skills and a thorough grounding in all areas of learning. Reading, writing and mathematics skills are exceptionally well developed in the early years foundation stage. This ensures that pupils are very well prepared for their learning in key stage 1.

As pupils move through the school, they have many opportunities to revisit learning and key vocabulary from previous topics. This means that when they leave in Year 6, they have a deep understanding of every national curriculum subject.

Teachers are proud to work in such an inspirational environment.

They want pupils at this school to be well prepared for their future lives. Staff deliver the curriculum consistently well. Often, the learning activities provided enthral pupils.

For example, pupils were fascinated when researching and considering the arguments for and against the diet of people in World War 2. Low-level disruption is rare. Teachers carefully use assessment to check what pupils already know, to adapt learning in the future.

Disadvantaged pupils, including those with special educational needs and/or disabilities, are given the right support to enable them to learn successfully.

Strong reading is at the centre of the school's success. From the pre-school, leaders are diligent in ensuring that children quickly learn the sounds that letters make.

As they progress through the Reception Year, pupils quickly acquire the knowledge and skills to read and write sentences with accuracy and confidence. This means that most children pass the phonics check in Year 1. Any pupil who has fallen behind is given effective support to enable them to catch up quickly.

Pupils are inspired and enthusiastic about reading. They have access to many books, both in class and in the school libraries. They talk confidently about the different types of books and authors that they like to read.

Teachers support pupils' personal development exceptionally well. Opportunities abound for pupils to be involved in making their school community a better place. The extensive outdoor learning curriculum starts in the pre-school, where children learn about healthy eating by growing vegetables in their allotment.

Pupils develop a good understanding about democracy. For example, those who have stood for election as school councillors have their votes declared by an official Windsor and Maidenhead recording officer. Pupils' sporting abilities are nurtured by an enthusiastic and dedicated team which succeeds in its aim for all pupils to be active for at least 30 minutes a day.

Pupils make good use of the nearby leisure centre to develop their skills in many different sports.

Those with governance responsibilities, including trustees, share the same high ambitions of school leaders. They work well together to deliver the ambitious vision of the school.

All leaders are mindful of staff well-being and workload.


The arrangements for safeguarding are effective.

Leaders are vigilant in their care for pupils.

Staff receive regular training. They build highly positive relationships with pupils and their families. Staff know how to keep children safe and the procedures to follow if they have any concerns.

Leaders recognise that some pupils need additional help to ensure their welfare. Therapies such as drawing and talking therapy are provided for those who need it. Pupils feel safe.

They are confident to talk to trusted adults if they have any concerns. Pupils learn about different ways of keeping safe, including when using the internet.Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in June 2017.

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