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Berry Hill Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils are happy at this school. They recommend it highly. The school's values of 'be kind, work hard, be brave' are well understood.
Pupils do their best to live up to the school's high expectations. For example, they are proud when nominated by their peers to be 'values champions'.
Classrooms are calm and purposeful.
Pupils say that staff are kind and help them to learn new things. Staff encourage pupils to be the best they can be. Pupils achieve well at Berry Hill and are well prepared for their next stages... in education.
Pupils say that they feel safe at school. Parents and carers agree that they are. Pupils are confident to tell an adult if they have a problem, and trust that they will be listened to and supported.
The nurturing atmosphere around the school is built on genuine care for one another.
A wide range of experiences are available for pupils to enjoy. Most pupils take part in the various clubs on offer.
Pupils' talents are developed through the various opportunities that are made available to them. These include such activities as sporting events and competitions, drama productions, choir and instrumental music lessons.
What does the school do well and what does it need to do better?
Since changes to the leadership team in 2022, the school has made changes to the curriculum.
The school has developed a well-thought-out and carefully planned curriculum across the school, including in the early years. Time has been spent ensuring that the curriculum is delivered well to support pupils' learning. Staff take time to explain concepts clearly and model learning for pupils.
They help pupils to recall prior knowledge and connect it to what they are learning now. This helps pupils to grasp new ideas quickly. Staff model subject-specific vocabulary in lessons well.
In turn, pupils use this vocabulary to discuss their learning. This begins in the early years. Children learn to confidently talk about their understanding of number.
This helps them to explain more-complex mathematical learning as they get older.
The school is ambitious for all pupils to develop a love of reading. Many pupils say that they enjoy listening to the books read to them by staff.
There is a systematic approach to teaching early reading and phonics which begins as soon as children start school. This helps pupils to learn to read quickly. Pupils enjoy using the newly designed library.
The school is developing its systems to check what pupils know and understand about their learning. These are used well in English and mathematics, as well as in some subjects in the wider curriculum. Where this is more established, staff use their knowledge of curriculum progression to provide clear next steps for pupils.
Pupils then understand how to improve their work. However, this is not as well developed in some subjects.
The school has a clear understanding of the needs of pupils with special educational needs and/or disabilities (SEND).
Staff make effective use of resources to identify these pupils' needs quickly and provide them with suitable support. The learning activities provided are adapted appropriately. Consequently, these pupils learn well.
The school promotes pupils' personal development well. Pupils learn how to stay healthy. They learn about risk management and how to stay safe in various situations, including when enjoying the play equipment at lunchtime and when they are online.
Pupils are open to different views and understand that people should be treated equally. Their understanding of fundamental British values, equalities and different cultures is preparing them well for life in modern Britian.
The school enables pupils to develop their leadership skills and sense of responsibility.
They take these roles seriously and are extremely proud of actively contributing to the school community. For example, some take on the role of play leaders during lunchtimes. Play leaders are respected and appreciated in this role and pupils enjoy joining in the games they lead.
Pupils speak highly of the play equipment they are provided with at lunchtimes. They say they enjoy the 'freedom' to explore and play with a variety of pupils across the school.
Pupils' attendance is a priority.
Most pupils attend regularly. The school works diligently to identify the causes of any absenteeism. It endeavours to ensure that these pupils and families receive effective support to improve pupils' attendance.
Governors fulfil their statutory responsibilities effectively. They know the school well and challenge leaders appropriately to ensure the continued improvement of the school. Staff are proud to work within the team ethos of the school and feel they are valued.
They appreciate that the school considers their views about workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not check what pupils know and understand in some foundation subjects effectively.
As a result, staff do not always identify the most appropriate next steps for pupils' learning. Pupils are not always clear about how they can improve their work. The school should ensure that effective systems for formative assessment are in place across the wider curriculum and used consistently well.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.
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