Brunel Field Primary School

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About Brunel Field Primary School

Name Brunel Field Primary School
Ofsted Inspections
Executive Headteacher Mrs Julie Waldren
Address College Road, Bristol, BS7 9JT
Phone Number 01173532471
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 417
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

Pupils live out the school vision 'respect, compassion, commitment and joy.'

They are polite and welcoming to all. Adults in school know the pupils well. Relationships across the school are warm.

Parents are overwhelmingly positive about the school. They value the pastoral care and the 'kind approach' that adults provide. As a result, pupils are happy and feel safe.

Pupils' behaviour around the school is typically calm and sensible. They behave well in lessons. When low-level disruption happens, adults address it swiftly.

At lunchtime, adults and pupils eat together. This creates a sense of community. Pupils of all ages play well together during soc...ial times.

Older pupils enjoy their role as a buddy to younger pupils during lunchtimes.

The school's curriculum supports pupils to understand the world around them. From Reception Year, children are curious.

Pupils use ambitious vocabulary to explain what they know. For example, in history, older pupils can explain the impact of propaganda during World War II. Some areas of the curriculum are further developed than others.

Pupils appreciate the many clubs and enrichment opportunities the school provides. The 'inspiring individuals' club encourages pupils to find out about significant people who achieved great things and influenced others.

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

The school is ambitious for all pupils.

It has designed a curriculum that gives pupils the knowledge they need to succeed. Reading is at the centre of it. Carefully selected stories are interwoven throughout the curriculum which helps pupils to understand diversity and cultures.

The school ensures that pupils read books and listen to stories from a broad range of diverse authors. This begins in Reception Year, where children learn stories by heart and repeat them. This love of reading and listening to stories continues throughout the school.

Pupils talk about books being 'emotive' which makes them want to read on. As soon as children begin school, they learn to read. Adults teach phonics effectively which supports pupils to segment and blend words and read fluently.

The school checks regularly on the sounds that pupils know, so there is no risk of them falling behind. Those who struggle to read, receive the support they need to catch up. Books match the sounds they know, which helps them to develop their confidence.

In some areas of the curriculum, the school has clearly set out what they want pupils to learn. The small steps of knowledge that have been identified help pupils to build on what they already know and deepen their understanding. For example, pupils use a range of mathematical strategies in order to solve column addition and subtraction.

They use this knowledge to tackle more complex word problems. Pupils with special educational needs and/or disabilities (SEND) are supported effectively by adults to access the same learning as their peers. This means they progress well through the intended curriculum.

However, the key knowledge that the school wants pupils to know and remember in some subjects is not precise enough. In these subjects, pupils struggle to remember their learning and have gaps in what they know. In art, for example, pupils learn about primary colours and mark making.

However, they do not have opportunities to revisit and apply these ideas to their work over time. Pupils struggle to recall techniques used by the artists they have studied. The school does not remedy these gaps and pupils' knowledge does not build well.

In lessons, pupils are keen to contribute to their learning. They are enthusiastic and most pupils respond well to the high expectations that adults have of them. Where pupil struggle to manage their own behaviour, they are sensitively supported by the adults who know them well.

This means that learning is not interrupted.

The school promotes pupils' personal development well. Pupils learn about different faiths and cultures through the curriculum, as well as from each other.

Pupils celebrate difference and see themselves as part of the school community. Pupils say that everyone treats each other as an equal. They talk confidently about what makes a positive relationship and understand the importance of respect.

Pupils recognise difference but say that we are all the 'same on the inside.' Pupils learn about the dangers that drugs and alcohol can have on your body. They know how to keep themselves safe in person and online.

If pupils have a worry or concern, they talk about 'soul birds' to communicate with adults. They are confident that adults will help them.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not identified the key knowledge they want pupils to know and remember. This means that pupils do not build knowledge on what they already know and can do. The school needs to ensure that the curriculum sets out precisely what pupils should learn and by when.

• In some subjects, assessment is not always effective in checking that pupils remember the small steps of knowledge they need in order to tackle more complex concepts. This means that gaps in pupils learning are not always identified, and pupils do not progress through the curriculum as intended. The school needs to ensure assessment is effective in identifying what pupils know and can do and adapt the curriculum to address any gaps.

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