Brompton-on-Swale Church of England Primary School

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About Brompton-on-Swale Church of England Primary School

Name Brompton-on-Swale Church of England Primary School
Ofsted Inspections
Headteacher Mr Michael White
Address Brompton Park, Brompton-on-Swale, Richmond, DL10 7JW
Phone Number 01748811683
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 199
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school with a strong community spirit. Pupils are polite, friendly and inquisitive.

They build positive and trusting relationships with teachers and other adults. The school seeks to give pupils the 'courage to shine'. It helps pupils to develop confidence, independence and compassion for others.

The school has high expectations for pupils' achievement. Many pupils meet these expectations. They show positive attitudes to their learning and produce work of a high quality.

Pupils respond well to teachers' feedback. They use it to develop and improve their work.

Pupils' behaviour is exemplary.

From the early years, the scho...ol establishes a clear set of routines. As pupils move through the school, they take increasing responsibility for their own behaviour. This is a calm and orderly school where pupils treat each other with kindness and respect.

Sport is a big feature of school life. There are several sports clubs and competitive teams. Pupils take part in other activities, including choir, art and science clubs.

However, opportunities for pupils to develop non-sporting talents and interests are more limited.

Pupils perform roles as reading ambassadors and house captains. Pupils in Years 5 and 6 work towards 'the platinum pupil award', a celebration of their contribution to school life.

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

The school has developed a broad and ambitious curriculum. This is well sequenced so that pupils build their subject knowledge and skills in a coherent way. In many subjects, pupils learn to work and think like subject specialists, such as scientists and mathematicians.

The school enriches pupils' learning through its choice of class texts. The books pupils read help them to make connections with their learning. These books also introduce pupils to a diverse range of characters and contexts.

In the early years, the curriculum prepares children for their learning in Year 1 and beyond. Adult-led activities are purposeful. They help children to develop their understanding and skills across the different areas of learning.

However, sometimes, the learning environment does not promote rich and purposeful exploration and play. This limits opportunities for children's continuous development, including in their language and communication skills.

The school prioritises reading.

From the start of Reception, pupils learn to read using phonics. Adults provide effective support for pupils who need extra help with their reading. This helps them to secure their phonics knowledge and builds their reading fluency.

The school continues to develop pupils' reading as they move into key stage2. Pupils gain a wide range of reading comprehension skills. They read books from the school's 'twenty-five fantastic reads'.

These books help to develop pupils' love for reading. Pupils also enjoy author visits, reading competitions and World Book Day events and activities.

Teachers have good subject knowledge.

They present new information to pupils with clarity. Teachers revisit what pupils have learned before and check their understanding. This helps pupils to remember essential knowledge and apply it to their work.

However, at times, teachers do not adapt their teaching effectively enough to secure and extend all pupils' learning.

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. The school identifies pupils' needs well.

It ensures that teachers and other adults receive appropriate training to meet pupils' needs. This helps pupils with SEND to achieve well.

Pupils learn without disruption.

They are attentive in lessons and remain focused on their work. They work well together. Pupils' behaviour and attitudes to learning are exemplary.

The school has established a comprehensive personal development programme. Pupils learn about relationships and physical and mental health in an age-appropriate way. They are taught how to keep themselves safe, including online.

Pupils learn about equality and diversity and fundamental British values. They gain a well-informed understanding of life in modern Britain. Pupils enjoy trips and visits to places of cultural interest.

In Years 5 and 6, they take part in residential trips to an outdoor activities centre and to London. Pupils leave school well-prepared for the next stage of their education.

The school is providing a good education for pupils.

It collaborates with other schools in the federation and benefits from the sharing of subject expertise. Governors perform their duties well. They hold leaders to account and provide the school with appropriate strategic direction.

The school involves parents in the life of the school. It provides parents with the information they need to support their children's learning at home. The school values its staff.

Leaders prioritise staff well-being and ensure that staff workload remains manageable.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some activities in the early years learning environment are not purposeful enough.

This means that children do not get sufficient opportunity to develop their language and communication skills or consolidate their mathematical knowledge and understanding. The school should ensure that it provides the training and resources that teachers and other adults need to provide purposeful and effective continuous provision. ? In some lessons, teachers do not adapt their teaching sufficiently to meet pupils' needs.

This means that some pupils do not have enough practice in applying new knowledge and skills. These pupils do not have sufficient opportunities to deepen and extend their learning. The school should ensure that it provides the subject-specific pedagogical training that teachers need to enable them to secure and extend pupils' learning in all subjects.

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