Brookburn Community School

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About Brookburn Community School

Name Brookburn Community School
Ofsted Inspections
Headteacher Ms Jayne Kennedy
Address Brookburn Road, Chorlton-Cum-Hardy, Manchester, M21 8EH
Phone Number 01618818880
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 448
Local Authority Manchester
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well in all aspects of their development. The school's vision for inspiring and nurturing pupils runs like a golden thread through all of its work. Pupils, and children in the early years, come into school with smiles on their faces, happy to see their friends and staff.

Pupils typically behave well during lessons. The atmosphere in classrooms is calm and purposeful. Pupils trust that staff will help them with any worries or concerns that they may have.

Most pupils strive to be the best that they can be. They are polite, respectful and well mannered.

The school has high... expectations for pupils' academic achievement.

Most pupils, including those with SEND, achieve well and enjoy their lessons. Many pupils develop a passion for learning. For example, in history, they relish the opportunity to learn about the legacy of their local area.

Pupils spoke enthusiastically about the trips and experiences in which they take part. The activities that are on offer include karate and a comedy club. Pupils said that groups such as the school's rock band provide purpose to their learning and inspire them to play a musical instrument.

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

At the heart of this school is a shared ambition that all pupils, including those with SEND, will achieve well. The school empowers pupils to become resourceful, reflective and resilient learners who are also team players. Pupils blossom throughout their time at Brookburn.

The school has ensured that most curriculum areas are designed well and that there is a suitably broad range of subjects on offer. The school has structured the curriculum so that pupils build knowledge and make connections in learning over time. For example, in geography, pupils were particularly effective in bringing their learning together to talk about different climates and climate change.

Overall, teachers are clear about the knowledge that pupils should learn and when the curriculum content should be taught. However, in a small number of subjects, this content has not been refined. From time to time, this hinders teachers in designing learning for pupils that builds securely on what they already know.

This means that some pupils do not achieve as well as they could.

Typically, staff choose activities and resources that support pupils to learn and remember the curriculum. Due to the recent changes in the curriculum, there are times when aspects are not delivered as well as intended.

This means that, from time to time, some pupils' experiences in class vary. Over time, most staff use assessment strategies well to check that pupils' earlier learning is secure.The school has placed reading at the centre of the curriculum.

Children learn about letters and the sounds that they represent as soon as they begin the Reception class. Pupils practise reading using books that are carefully matched to the sounds that they already know. Staff routinely check that pupils are keeping up with the phonics programme.

If pupils struggle with reading, skilled staff provide effective support to help them to catch up quickly.

The school fosters pupils' reading for enjoyment. Through the book club, Year 6 pupils inspire each other to choose from a wide range of books.

Their love of exploring different authors and types of books is contagious. The school buddies up older and younger pupils to share books. This has had a positive impact on building pupils' confidence and their love of reading.

The school has suitable systems in place to support staff to identify the additional needs of pupils with SEND in a timely manner. Staff skilfully adapt their delivery of the curriculum for this group of pupils. Pupils with SEND are supported well by staff to access the same ambitious curriculum as their classmates.

From the beginning of the early years, children learn well-established routines. This helps them to settle into the school day quickly. Pupils in other year groups are mature and work sensibly alongside their friends.

They are enthusiastic about learning. Pupils understand the importance of attending school each day.

The school prioritises pupils' personal development.

Pupils learn about different faiths and cultures. Differences between people are valued and nurtured. Pupils said that this helps them to feel accepted and respected.

Pupils who carry out leadership roles, such as eco-councillors and 'Brookie-ing', take their responsibilities seriously. Pupils were keen to explain how they make a difference to school life. For example, they recently helped to refresh the school allotment.

The trustees and local academy council know the school well. They provide an appropriate level of support and challenge. This ensures that there is a constant drive from the school to secure the best provision for pupils.

Staff are proud to work at this school and feel valued. This is because the trust helps staff to manage their workload and provides them with appropriate support to develop their skills and expertise. The recently implemented communication strategies have helped to build more positive relationships with parents and carers.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, curriculum content needs to be refined. This means that, from time to time, staff are not sure what the most important knowledge is and in what order it should be taught.

For some pupils this impacts on how well their learning builds over time. The school should hone its curriculum thinking in these subject areas so that pupils make stronger connections between earlier learning and new content. ? There have been several recent changes to the school's curriculum design.

At times, some teachers do not deliver the new subject content as well as intended. This means that the experiences of pupils sometimes vary across classes and subjects. The school should ensure that staff are suitably supported to deliver the intended curriculum.

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