Brooke Primary Academy

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About Brooke Primary Academy

Name Brooke Primary Academy
Ofsted Inspections
Executive Headteacher Mrs Sarah Hall
Address Wike Gate Road, Thorne, Doncaster, DN8 5PQ
Phone Number 01405812200
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 328
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Brooke Primary Academy is a warm and welcoming place. Pupils feel safe and happy. They show respect to each other and to adults.

Positive relationships are at the centre of everything that the school does. Parents say they are happy with the support and information that leaders and staff provide.

The school has high expectations for all pupils.

These are realised. Parents comment positively on the progress pupils make. They say that pupils learn and develop quickly while at the school.

Leaders have made changes to the way they address behaviour. This helps pupils to reflect on and understand their feelings so that they can make better choices. As a r...esult, behaviour is positive in lessons and during playtimes.

Pupils respect each other. They say that bullying does not happen, but if it did, they would tell an adult, who would resolve any issues quickly. Pupils believe in the school values.

These include sharing, caring, and kindness. They say these help the school to be a safe and friendly place.

Pupils and parents are positive and appreciate the wide range of clubs on offer.

These include football, rugby, forest school and choir. These opportunities help to develop pupils' talents and wider interests.

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

The school is determined that every pupil will learn to read, regardless of their background, needs or abilities.

Leaders coordinate the training and support for teachers effectively. This ensures that staff have a thorough understanding of the school's phonics programme and are confident in the teaching of early reading. When pupils are learning to read, they are given decodable books that match the sounds they have been taught.

This helps pupils to read accurately and with growing confidence and fluency. Staff quickly identify any pupils who fall behind in their reading. These pupils benefit from effective catch-up sessions in small groups.

Leaders have put strategies in place to support pupils' enjoyment for reading. These include reading each day and providing pupils with the opportunity to take books from the school library. Pupils talk about their favourite books with enthusiasm.

The school has carefully considered what pupils will learn across the curriculum from Year 1 to Year 6. Each lesson builds on previous learning. This helps pupils to make links in their learning and deepen their understanding.

However, assessment systems do not provide an accurate picture of what pupils have learned. This means that gaps and misconceptions in learning are not addressed quickly enough.

School systems for identifying and supporting pupils with special educational needs and/or disabilities (SEND) are effective.

Leaders ensure that the views of parents are included in the assessment process. Teachers adapt lessons well, including the use of tailored resources, to enable pupils with SEND to successfully build new knowledge.

In the early years, adults model effective speaking and listening skills when interacting with the children.

This modelling sets an example of respect and tolerance for others. As a result, children quickly develop positive relationships with their friends. They take turns and collaborate when learning.

Adults use assessment well to understand what children know and can do. They make good use of this information to make regular changes to the provision. This ensures that the provision is interesting and engaging for the children.

However, the curriculum in the early years does not link effectively to the curriculum in Year 1 and beyond. As a result, children are not prepared well for their later learning.

Pupils learn about diversity and British values through lessons, assemblies and themed focus weeks.

Pupils demonstrate their understanding of these topics in their positive attitudes and actions. They respect each other and accept differences willingly. The school encourages pupils to play a part in the local community.

For example, the school choir sings in residential homes at Christmas, and pupils spend time helping out with the local food bank.

Trustees and governors have the skills and commitment needed to fulfil their responsibilities. They regularly visit the school and speak to leaders, pupils and staff.

This ensures they have a detailed and accurate picture of the school. They are informed and empowered to ensure that the school continues to improve.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The assessment processes used to check what pupils know and understand are not strong enough. This means that leaders are not able to accurately identify strengths and areas for improvement. Leaders should ensure that assessment identifies any misconceptions and gaps in learning to help sustain pupil progress.

• The early years curriculum is not aligned well to the curriculum in Year 1 and beyond. As a result, children are not prepared well for their later learning. The school should ensure that learning in the early years includes the key knowledge and vocabulary necessary to support children with their subject learning in key stage 1.

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