The Brigg Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and deputy headteacher lead by example. Together with staff, they have taken effective action to improve the school since the previous inspection. Leaders and governors know the school well.

They are not complacent and are determined for further success. They are aspirational for all pupils. Senior leaders have cultivated an effective staff team.

Staff morale is high. Parents and carers trust staff to provide a high level of care for their children. Pupils.

outcomes in reading, writing and mathematics have improved significantly since the previous inspection. Most pupils make strong progress in these subjects. The... curriculum offers rich and meaningful learning experiences.

Pupils enjoy many opportunities to visit new and exciting places. The provision for pupils. spiritual, moral, social and cultural development is strong.

Additional funding is used successfully to ensure that most disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) catch up and keep up in reading, writing and mathematics. Pupils love coming to school. They are polite, tolerant and friendly.

Most pupils behave well. Staff have good relationships with pupils. Teachers work hard to build pupils.

positive attitudes to learning. Teachers in key stage 1 have good subject knowledge. They use this to plan effective lessons and to ask challenging questions.

Writing and mathematics lessons are well sequenced and taught. However, some activities and feedback do not stretch and challenge the most able pupils to achieve more highly. The teaching of phonics is effective for most pupils.

However, lower-attaining pupils do not decode words accurately. Not enough of them reach the expected standard of the Year 1 phonics screening check. Some governors are increasingly effective at holding leaders to account.

However, those new to role require further training to understand their responsibilities. Although improving, some subject leaders do not have a sharp enough understanding of the quality of teaching and learning in their areas of responsibility. The early years requires improvement.

Staff expectations of what some children can achieve are too low. Some children are not well prepared for Year 1.

Information about this school

The school is an average-sized infant school.

The proportion of pupils with SEND is average. The proportion of disadvantaged pupils is average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are well below those seen nationally.