|Name||Brougham Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 February 2014|
|Address||Brougham Terrace, Hartlepool, TS24 8EY|
|Religious Character||Does Not Apply|
|Number of Pupils||353 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.7|
|Academy Sponsor||Ad Astra Academy Trust|
|Percentage Free School Meals||61.3%|
|Percentage English is Not First Language||7.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is larger than the average-sized primary school. The proportion of pupils eligible for support through the pupil premium is well above average. The pupil premium is additional funding for those pupils known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. The large majority of pupils are of White British heritage. The remaining pupils are from a range of minority ethnic backgrounds. The number of pupils who speak English as an additional language is average. The proportion of pupils supported at school action is well above average. The proportion of pupils supported at school action plus or with as statement of special educational needs is above the national average. A very small number of pupils have dual registration with Springwell School. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. The school provides lunchtime and after-school clubs, which are run by school staff and external coaches.
Summary of key findings for parents and pupils
This is a good school. Most children start school with skills that are well below those typically expected for their age. They make good progress and achieve well in the Early Years Foundation Stage. Pupils continue to make good progress across Key Stages 1 and 2 in reading, writing and mathematics to reach average standards overall by the end of Year 6. This represents good achievement from their individual starting points. Pupils with special educational needs, those who speak English as an additional language and those supported by extra funding, make good progress owing to high-quality intervention and support. Teaching is good. Questioning is used well to extend pupils’ understanding and ensure they make good progress. The school provides a calm, supportive atmosphere where the talents of all pupils are valued and nurtured. Pupils’ behaviour is good. They show high levels of respect to adults and each other and say that they feel safe in school. The strong and decisive headteacher is well supported by the skilful deputy headteacher and dedicated governing body. Together they have had a fast and positive impact on teaching and achievement for pupils in this improving school. It is not yet an outstanding school because : In mathematics, especially in Key Stage 1, pupils do not move on to learning new skills as soon as they are ready and this slows their progress. There is a shortfall in knowledge about the teaching of mathematics in general and in calculation in particular. Pupils do not have enough chances to apply their skills in mathematics. Teaching is good rather than outstanding. The interest of pupils is not always sustained and the level of challenge drops for all groups of pupils. Marking does not always make it clear to pupils how to make their work better next time or allow for pupils to act on advice given.