Brierley Primary School

Name Brierley Primary School
Ofsted Inspection Rating Good
Inspection Date 15 January 2013
Address Mirion Street, Crewe, Cheshire, CW1 2AZ
Phone Number 01270685527
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 231 (54% boys 46% girls)
Number of Pupils per Teacher 16.9
Local Authority Cheshire East
Percentage Free School Meals 21.2%
Percentage English is Not First Language 23.4%
Persisitent Absence 10.6%
Pupils with SEN Support 29%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Brierley Primary is a smaller than average size primary school, although numbers are gradually increasing. Most pupils are of White British heritage, but an increasing number of pupils come from Eastern Europe. The number of pupils from minority ethnic groups is below average, but the proportion that speaks English as an additional language is well above that found nationally. Many of these pupils start school with little or no English. Over 10 different nationalities are represented in the school. The number of pupils supported through the pupil premium funding is well above average. The proportion of pupils supported through school action is well above average. Those supported through school action plus or with a statement of special educational needs is high. The number of pupils who move into and out of the school throughout the year is higher than most schools. The school holds several awards in recognition of its work. The most recent ones include Healthy School status, Inclusion Charter Mark and the Sportsmark. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The deputy headteacher was appointed in April 2012 as acting headteacher and was confirmed as permanent headteacher in June 2012.

Summary of key findings for parents and pupils

This is a good school. All pupils achieve well and attainment has been rising steadily over a four year period. All pupils make good progress. Disabled pupils and those who have special educational needs and the high proportion of pupils who speak English as an additional language make very good progress because : of the extra support they receive. Staff know pupils well. Teaching is consistently good and sometimes outstanding. Support staff contribute very effectively to the smooth flow of lessons. Excellent systems are in place to ensure that pupils’ progress is checked regularly and any pupil falling behind is soon identified and supported. Behaviour is typically good and all pupils say that it has improved over time. Pupils say that the school makes them feel safe. Parents agree. The subjects taught and the many extra visits and visitors provide the pupils with exciting and enjoyable experiences. The headteacher provides strong, perceptive and effective leadership. The relatively new senior leadership team is rapidly bringing about improvement. They efficiently manage teaching, quickly and successfully addressing any teaching which is less than good. Governors challenge the school well and are fully involved in school life, in particular in decisions about how funding is spent and the management of staff performance. It is not yet an outstanding school because : Sometimes teachers’ explanations at the start of lessons go on too long and teachers’ plans sometimes put too much emphasis on what pupils have to do rather than what they are to learn. This means that learning sometimes slows. It is only in the last two years that pupils have reached average or above average standards in English and mathematics. This is yet to be maintained over time.