|Name||Brunton First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 November 2015|
|Address||Roseden Way, Newcastle Great Park, Newcastle-upon-Tyne, Tyne and Wear, NE13 9BD|
|Religious Character||Does not apply|
|Number of Pupils||449 (48% boys 52% girls)|
|Local Authority||Newcastle upon Tyne|
|Percentage Free School Meals||1.6%|
|Pupils with SEN Support||2.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is a first school, catering for pupils aged 4–9, and is larger than the average-sized primary school. The school has expanded significantly since the previous inspection. Most pupils are of White British heritage. The proportion of disadvantaged pupils for whom the pupil premium provides support is well below the national average. The pupil premium is government funding provided for those who are known to be eligible for free school meals and those children who are looked after by the local authority. The proportion of disabled pupils and those with special educational needs is well below the national average. Pupils attend the Reception year on a full-time basis. The school is part of the Gosforth Schools’ Trust.
Summary of key findings for parents and pupils
This is a good school From starting points which are typical for their age, pupils make good progress to reach standards in reading, writing and mathematics which are above those typically seen by the end of Year 4. Good teaching in the early years enables most children to make better than expected progress in the Reception year. A much higher than average proportion are well prepared for the curriculum in Year 1. Leaders have taken effective action to ensure that teaching is consistently good across the school. The proportion of pupils reaching higher levels of attainment by the end of Year 2 has increased over time. The teaching of phonics (letters and the sounds they make) is effective. The proportion of pupils meeting the national standard at the end of Year 1 is above average. Leaders pride themselves on knowing children and families well. Parents value this and the vast majority would recommend the school to others. Carefully planned support enables disadvantaged pupils and those with disabilities and special educational needs to progress well. Pupils enjoy this happy school. Their attendance is above the national average. Pupils are polite and courteous. A strong culture of mutual respect results in positive relationships between adults and children. Senior leaders have enabled pupils to have a strong voice in improving the school. Pupils have a well-developed understanding of their democratic rights and responsibilities. Pupils enjoy a wide variety of extra-curricular sporting and artistic opportunities. They benefit from a range of visits which enrich their learning in the classroom. It is not yet an outstanding school because : Leaders do not ensure that teaching enables all groups of pupils, including some boys and some of the most-able pupils, to make rapid progress. Current systems to check on pupils’ attainment do not enable leaders to evaluate pupils’ progress sharply enough compared to national expectations. Teachers do not consistently set work which deepens pupils’ understanding or requires them to explain their reasoning. Pupils’ understanding of different forms of bullying and the diverse nature of modern Britain is not sufficiently well developed.