|Name||Brixham Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||26 March 2019|
|Address||Higher Ranscombe Road, Brixham, TQ5 9HF|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||22.4|
|Academy Sponsor||The Academy For Character And Excellence|
|Percentage English is Not First Language||2.1%|
|Pupils with SEN Support||16.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
Brixham Church of England Primary is an average-sized primary school. It is a voluntary controlled (VC) school as part of the Diocese of Exeter. The school is mostly comprised of White British pupils. There are few pupils from different ethnic backgrounds. There are approximately 270 pupils on the school’s roll. Pupils are taught in single classes for each year group, with a separate Reception class and governor-run pre-school class. The school shares its provision on a daily basis with a separate pre-school. The proportion of pupils with SEND is below the national average. The proportion of pupils eligible for free school meals is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, leaders and governors have not responded quickly enough to prevent a decline in the quality of education. Leaders are not sufficiently skilled in monitoring and evaluation to hold teachers firmly to account. As a result, the quality of teaching is not good. Leadership roles and responsibilities are not well known or understood. This leads to weaknesses in key strategies, such as phonics and the use of pupil premium. Leaders ensure that there is a broad curriculum with a range of experiences for pupils. However, aspects of cultural diversity and other world faiths are not sufficiently prominent in the curriculum. The quality of teaching is too variable. Teachers’ expectations are not consistently high enough, including for the most able pupils. Teachers are sometimes slow to check pupils’ mistakes or misconceptions, particularly in spelling. This leads to repeated errors, which reduces the quality of pupils’ work. Teachers do not use assessment information consistently well to adapt activities to meet pupils’ needs. Consequently, work is sometimes either too easy or difficult. Teachers’ subject knowledge is not strong, particularly in reading and phonics. This prevents some children from getting off to the best start, including in the early years. The school has the following strengths Governors now have an accurate view of the school’s position. They are taking the right steps to improve the school. Teachers’ work for pupils with special educational needs and/or disabilities (SEND) is usually effective. This meets a range of needs. Staff have positive relationships with pupils. This leads to a school where the overwhelming majority of pupils are happy and feel safe. Pockets of effective practice, particularly in Year 6, enable pupils to catch up. As a result, pupils’ progress is improving.