Brook House Primary School

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About Brook House Primary School

Name Brook House Primary School
Ofsted Inspections
Head of School Mr Luke Renwick
Address 881 High Road, London, N17 8EY
Phone Number 02084656226
Phase Academy
Type Free schools
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 398
Local Authority Haringey
Highlights from Latest Inspection

What is it like to attend this school?

The Brook House '5 ways', which include kindness, honesty and respect, are fundamental to the work of this school and all of the successful things that happen here. From the early years on, children are introduced to and revisit these values. They learn about their importance and they are taught to reflect on the way they treat one another.

This helps to create an environment where pupils are happy and safe.

Pupils manage their own behaviour extremely well. Children in early years learn well together, take turns and move calmly between different activities.

Older pupils are keen to learn in their lessons and respond quickly to teachers' instructions. Behaviou...r rarely disrupts learning in the classroom. Break times are lively and fun, with pupils enjoying the outside space.

Leaders and staff manage these areas well. Bullying is rare and any issues are dealt with swiftly by staff.

Leaders are highly ambitious for all pupils in the school.

They expect pupils to achieve consistently well in all areas of their learning. Staff waste no time teaching pupils to read from the very start of Reception Year. Reading is a priority throughout the school, so that pupils have the skills they need to access the broad range of subjects on offer.

Pupils achieve exceptionally well, and this is reflected in their high outcomes at the end of their time at the school.

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

Leaders have developed a curriculum that is extremely ambitious in both its breadth and its depth in individual subjects. Pupils study a broad curriculum that prepares them well for the next stage of their education.

They learn knowledge in depth and apply it fluently. For example, children in early years planting seeds, explained confidently how the soil and the water would make them grow. In science, older pupils have plenty of time to test out and deepen their understanding of scientific theories as they develop their practical skills.

Leaders have thought very carefully about what they want pupils to know in each subject. From early years onwards, they have planned pupils' learning, so that it is built up step by step over time. Teachers check that pupils know and remember this key knowledge before they move on in lessons.

If pupils do not understand a concept, teachers repeat their teaching and give more time for pupils to practise. As a result, pupils are ready to apply their learning to more complex ideas later. Teachers have very strong subject knowledge.

This is, in part, due to the comprehensive subject resources developed by the trust.

Leaders are quick to identify the needs of pupils with special educational needs and/or disabilities (SEND). Leaders assess all pupils as soon as they join the school.

They develop individual education plans for pupils with SEND. All subjects are planned in a way that breaks down knowledge into smaller chunks, so that pupils with SEND can access the same ambitious curriculum as other pupils. As needed, teachers and leaders then break these chunks down further in planning sequences of learning.

They regularly review how pupils with SEND are progressing through each subject.

Leaders have implemented a rigorous early reading programme, including for phonics. This means pupils become accurate and fluent readers as quickly as possible.

If pupils fall behind in the reading programme, teachers intervene quickly to get them back on track. Teachers read to pupils every day. They make reading fun and enjoyable.

Pupils of all ages are encouraged to read as much as possible. Pupils receive rewards for their reading and can exchange tokens for books from the reading vending machines.

Pupils are keen to go to Brook House because they enjoy being here immensely.

They go to lessons with an appetite to learn new things. They listen carefully to teachers and to one another. In discussions, pupils ask each other questions with kindness and respect.

Learning is rarely disrupted. On the odd occasion that teachers do need to intervene, they do so consistently and fairly.

Excellent provision is planned to support pupils' personal development, including aspirational programmes for relationships and health education and personal, social, health and economic education.

What is taught in class is supplemented well by a thoughtful programme of assemblies. Pupils learn in depth about fundamental British values and different religions and beliefs. Pupils relish opportunities to make decisions in the school via the school council.

Year 5 pupils were enthusiastic about their chance to become Year 6 ambassadors next year. They value this role, as the ambassadors are elected by their peers and not teachers. There is a very wide range of after-school clubs for pupils to attend.

Most participate in at least one activity and leaders carefully monitor this. Pupils' requests for new clubs, such as Lego, are acted on. Leaders also moved some clubs to lunchtime for those pupils who are unable to stay after school.

Leaders at all levels have a clear vision for the school. They have put governance systems in place, from the trust level to leaders, to ensure that pupils achieve ambitious aims. Trust leaders hold school leaders to account, and challenge them to improve how well pupils achieve.

Pupils' outcomes when they leave the school are excellent.


The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding in the school.

Staff receive the training they require to identify and support vulnerable pupils. This training is updated regularly during the year with bulletins and online modules. Staff know how to spot signs of abuse or concern and they know how to report this.

Pupils are taught to keep themselves safe physically and online.

Safeguarding leaders meet weekly to discuss ongoing cases and to consider potential vulnerable pupils who may need extra support. Leaders work well with outside agencies to make sure pupils get the help they need.

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