Braywood CofE First School

Name Braywood CofE First School
Ofsted Inspection Rating Outstanding
Inspection Date 15 February 2011
Address Oakley Green Road, Oakley Green, Windsor, Berkshire, SL4 4QF
Phone Number 01628623660
Type Primary
Age Range 5-9
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Local Authority Windsor and Maidenhead
Percentage Free School Meals 3.6%
Pupils with SEN Support 18.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This school is smaller in size compared to primary schools nationally and draws its pupils from the local area. Most pupils are from a White British background with a very small minority from an Indian background. There are lower proportions of pupils from minority ethnic backgrounds as found in other schools. A very small minority speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is average. Their main needs are autism, speech, language and communication difficulties and specific learning difficulties. A higher than average proportion of pupils has a statement of special educational needs. The proportion of pupils known to be eligible for free school meals is below average. The Early Years Foundation Stage is made up of one Reception class. The school has gained Healthy Schools Status and Activemark. It has a breakfast club and a wide range of after-school clubs.

Main findings

The school has improved considerably since being judged as good in its previous inspection. It now provides an outstanding quality of education and pupils’ achievement is outstanding. A major factor is the resolute determination and drive of the headteacher, ably supported by a team of dedicated, passionate staff and a very effective governing body. This is appreciated by the overwhelming majority of parents and carers who are extremely supportive of the school. As one parent wrote, ’We couldn’t think of a single thing about the school that wasn’t either perfect or near perfect. Our daughter’s teachers are exceptional.’ Pupils make good progress across the school and their attainment by the end of Years 2 and 4 is high. This reflects outstanding achievement given pupils’ starting points. This is partly explained by the high proportion of good and outstanding teaching, which means that pupils make good and sometimes excellent progress in lessons. A further significant factor in pupils’ success is the high quality of support and challenge given by teachers and effective, high-quality intervention programmes. The meticulous tracking of pupils’ progress means that any dips in performance are identified early and timely, well-targeted support provided. This accelerates progress so that the achievement of all groups of pupils, including those with special educational needs and/or disabilities, is outstanding. There is no significant difference between the performance of boys and girls in English and mathematics, including writing. However, although reaching much higher standards than expected, last year more-able pupils in Years 2 and 4 did not reach the same high attainment in writing as in other subjects because of the school’s emphasis on raising standards in reading. However, the school recognises this and is taking steps to address it. The care, guidance and support pupils receive are outstanding. As a result, pupils feel extremely safe and behave in an exemplary manner. They get on very well with each other, lead healthy lifestyles and play a very important part in enabling the school to run very smoothly. Their knowledge and understanding of a variety of religious practices and cultures are excellent for their age. This is because of the excellent links the school has established with a range of partners and agencies to promote the learning and well-being of pupils. Consequently, this is a happy school where pupils really enjoy their work. Attendance is improving and is now high. The school has recently introduced a curriculum for its pupils where subjects are linked together. Planning for this is very effective but there has not been enough time yet to monitor and evaluate the impact of this approach on pupils’ learning in all subjects. Pupils are set tasks matched well to their abilities, many of which are of a practical nature and encourage thinking skills and independent learning. The curriculum is enriched by many opportunities for visits out of school and visitors in school. The provision of out-of-school clubs is extensive. Self-evaluation procedures are rigorous and accurate. The governing body makes an excellent contribution to identifying the strengths and weaknesses of the school. Combined with its track record of significant improvement since the last inspection, including pupils’ outstanding achievement and personal development and the drive and ambition of senior leaders, the school has an excellent capacity to improve even further.