Carrant Brook Junior School

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About Carrant Brook Junior School

Name Carrant Brook Junior School
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Mrs M Budd
Address Hardwick Bank Road, Northway, Tewkesbury, GL20 8RP
Phone Number 01684297065
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Gloucestershire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Leaders are ambitious and want pupils to achieve the very best at Carrant Brook.

They have raised expectations of what pupils are capable of, particularly in mathematics. However, in some wider curriculum subjects the quality of education is not yet good. Leaders' actions to put in place a new curriculum are very recent.

Consequently, too many pupils do not gain the depth of knowledge they need to be successful in all subjects.

Pupils enjoy coming to school. They talk positively about the school's core values and how they help to shape their thoughts and views.

Leaders encourage pupils to take on important roles of responsibility, such as 'house poin...ts captain' and 'school ambassador'. Pupils like these special jobs as they help them to develop confidence and independence.

Relationships between staff and pupils are caring and supportive.

Pupils behave well. They say that the school rules are fair. Staff take any reports of bullying seriously.

Pupils have confidence in adults to sort out any worries or concerns.

Leaders place a strong emphasis on supporting pupils' social and emotional well-being. Through carefully planned assemblies and visitors to the school, pupils learn how to stay safe and build healthy relationships.

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

Leaders are redesigning the curriculum. In some subjects they have identified the specific knowledge and skills that pupils need to succeed. This is most evident in mathematics, where leaders have implemented an effective curriculum.

Teachers break learning down into small steps to make sure pupils are confident before moving on. However, in other wider curriculum subjects, such as history and computing, leaders are only beginning to set out the most important things that pupils should learn and when. Therefore, pupils do not build up their knowledge well enough over time.

In recent years, leaders have secured improvements to many aspects of the school. They have focused on putting in place stronger systems for teaching reading, writing and mathematics. For most pupils, this helps build a solid foundation in the basic skills.

However, not enough staff have the phonics knowledge they need to support some pupils at the early stages of reading. Staff do not provide these pupils with the precise teaching or appropriate reading books to help them catch up.

Leaders promote a love of reading.

Pupils appreciate how staff create inviting spaces for them to read in independently. Classrooms are full of various reading materials, including newspapers and magazines. Teachers carefully select well-chosen texts to develop pupils' interests and extend their vocabulary.

As pupils move up the school, they develop a range of comprehension skills.Teachers assess pupils' learning regularly to identify those who need extra help. Staff provide additional support to improve pupils' spelling, handwriting and multiplication tables.

Even so, assessment is not as effective in some of the wider curriculum subjects. Some leaders are only beginning to identify the important information they want pupils to know and remember.

Staff understand pupils with the most complex needs well.

Teachers adapt learning so that pupils with special educational needs and/or disabilities take part in lessons fully. Specialist staff provide effective support for pupils with social and emotional needs. Pupils typically behave well in lessons, so everyone can learn without disruption.

Pupils are growing into confident and responsible young citizens. Leaders provide many opportunities to develop pupils' understanding of moral and social issues. For example, pupils have a clear sense of right and wrong.

They know not to judge others. Pupils say that 'being different makes you special in your own way'. Older pupils say they are confident to challenge all forms of discrimination.

Governors share leaders' ambition. They recognise the improvements that staff are making to the curriculum, including the positive partnership work with the infant school. Governors take part in training and work closely with leaders to check on the workload and well-being of staff.


The arrangements for safeguarding are effective.

Leaders, including governors, ensure that pupils' safety and well-being are at the forefront of their work. They only appoint adults who are suitable to work with children.

Staff have the knowledge and expertise to notice and report any signs of concern. Leaders keep thorough records to enable them to track any concerns. They do not hesitate to offer support and advice to pupils and families in need of extra help.

Pupils learn how to manage risks and keep themselves safe. Staff teach pupils about sensible use of internet safety. Pupils know who to go to if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For pupils at the early stages of reading, leaders have not identified the precise gaps in their phonics knowledge. The books they read are sometimes too hard and prevent them from becoming confident and fluent readers. Leaders must ensure that these pupils receive effective support and read books that match their phonics knowledge.

Leaders are in the early stages of identifying the essential knowledge pupils need to learn in several subjects. Too many pupils do not remember enough of the information they have previously learned. Leaders need to continue to develop the work they have started to improve the curriculum so that pupils know more and remember more of the essential knowledge they need.

• In some subjects, staff do not use assessment information well enough. As a result, they do not know the gaps in pupils' knowledge. Leaders should ensure that assessments give them the information they need to plan learning that helps pupils progress through the curriculum.

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