Bromesberrow St Mary’s Church of England (Aided) Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school By the end of Year 6, pupils achieve well and make good progress.

Their progress in reading and mathematics in particular is well above that of pupils nationally. A high percentage of pupils reach a deeper level of understanding for their age in reading and mathematics by the end of Year 6. A high percentage of pupils reach the expected standards for their age in the three subjects of reading, writing and mathematics together.

Leaders' actions have ensured that the quality of teaching has improved so that it is consistently good. This has led to increasing progress and attainment for pupils. Current pupils are making good progress.
...r/>Over time, disadvantaged pupils do well, particularly those who are the most able. Pupils who have special educational needs and/or disabilities (SEND) make good progress from their different starting points. Pupils behave very well at the school.

They have positive attitudes to learning and want to do well. The school is a harmonious community. Leaders and teachers plan an interesting curriculum, which pupils enjoy.

This promotes their good progress. Reading and phonics are well taught. By the end of Year 1, a very high majority of pupils reach the expected standard in the national phonics check.

Children in the early years receive a good start to their education. At the end of their Reception Year, children have the skills to ensure they do well in Year 1. Over time, pupils make good progress in writing.

However, in 2018, pupils' standards in writing were not as strong as in reading and mathematics. Too few pupils write at a greater depth. Pupils' spelling varies across the school.

Pupils are not sufficiently encouraged to use their skills in writing in the wider curriculum. Changes to the teaching of mathematics have not yet fully developed some pupils' reasoning and problem-solving skills. Recent changes in the middle leadership structure mean that new middle leaders are developing their effectiveness in supporting further improvements in pupils' progress.