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Brookmans Park Primary School continues to be a good school.
What is it like to attend this school?
Pupils enjoy learning in a safe and nurturing environment. They affirm that bullying is not an issue. They know that adults are readily available to help them in resolving any friendship concerns or worries.
In lessons, pupils listen well and work hard. The school sets high expectations, and pupils strive to meet these standards. This results in pupils achieving well throughout the curriculum.
Pupils learn about and appreciate diverse cultures. They show empathy and express considerate views on war and justice. Pupils understand and respect differences.
Pupils say t...hat there is 'no normal family,' and that the world would be a better place if, 'everyone was respectful'.'
Pupils have many chances to learn more through various trips and visits which enrich their curriculum.
Pupils show a good understanding of computing and the positive and negative effects on well-being and safety.
They recognise the convenience that information technology can bring to daily life but also learn not to believe everything presented online. Consequently, pupils learn to be good digital citizens, and are therefore well prepared for growing up in modern Britain.
What does the school do well and what does it need to do better?
The school has created an ambitious curriculum that builds a strong foundation for pupils from the beginning.
Leaders have identified important knowledge and skills they want pupils to learn. Teachers ensure that pupils build on what they have learned each year. This is helping pupils to remember essential information across a range of subjects.
Leaders have made sure that reading is central to the curriculum. Staff choose books that engage and inspire pupils to read. Pupils enjoy reading at home and in school.
They enjoy visits from local authors. Pupils speak enthusiastically about their favourite books and stories. Staff are adept at teaching pupils to read and quickly identify those who struggle with their sounds.
Staff help pupils by giving them focused support to improve their confidence and fluency. This helps pupils, who find reading difficult, catch up quickly.Furthermore, staff move pupils on effectively when they are ready.
As a result, almost all pupils can read fluently by the time they leave key stage 1.
The school tailors staff training to meet the specific needs of the pupils. This is ensuring that most staff develop strong subject knowledge to teach across the curriculum.
Consequently, pupils achieve well, notably in English and mathematics. However, some staff members are less confident than their peers in teaching new concepts. This means that some pupils are not routinely given the opportunity to achieve as well as they should.
The school make sure they gather and use all the information available to them to provide precise support for pupils with special educational needs and/or disabilities (SEND), to ensure they are able to successfully access the curriculum and show their learning. Consequently, pupils access the same curriculum as their peers and achieve well.
In the early years, children develop important vocabulary by engaging with quality texts and stories.
Adults effectively model vocabulary and skills. This enables children to independently engage in a wide range of activities independently. This prepares children well for Year 1.
The school's values contribute to the personal and broader development of pupils.Pupils learn to reflect by writing notes about what they have learned. Pupils enjoy learning about the environment and different religions.
Pupils actively contribute to the vibrant life of the school. Pupil parliament help make important choices about what happens at school, such as picking charities to raise money for. In Year 6, pupils create clubs for lunchtime activities such as dance, art, and mindfulness.
In addition to orchestra and choir, pupils have many opportunities to engage in various sports. Pupils are proud to represent their school in competitions and other activities outside of class.
Governors bring a wide range of skills to the school.
They know the school's strengths and what the school's priorities are. They support and challenge school leaders effectively.
Staff say they are well supported by leaders and are proud to be a member of the school community.
The vast majority of parents say they are happy with what the school offers for their children.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders have made a secure start at implementing the newer aspects of their curriculum.
However, not all staff have developed the skills necessary to deliver some of the more-complex aspects confidently in some subjects. Leaders must continue to provide training and guidance for teachers so that they can develop the skills to help all pupils achieve as well as they can.
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in July 2014.
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