Bramshall Meadows First School

Highlights from Latest Inspection

What is it like to attend this school?

Bramshall Meadows is a welcoming school.

The school's motto of 'wonder, kindness and self-belief' is the foundation for the school's work. Staff are supportive, they encourage pupils to believe in themselves. Pupils live up to the school's high expectations and achieve well in reading, writing and mathematics.

Staff have created a calm atmosphere for learning. Pupils are polite and respectful. There are clear expectations known as 'The Bramshall 5', explaining how pupils should sit and listen in lessons.

Most pupils behave well during lessons, although just occasionally, lose their concentration. Playtimes are active, with games and sports on offer. Pupils ar...e happy and safe.

Pupils have a wide range of inclusive extra-curricular activities to choose from. These include arts and crafts, desk drumming and cricket. Pupils take part in sports competitions such as a dodgeball festival.

The curriculum is enriched through visits, for example to a local farm where pupils learn about animal habitats.

The school is committed to making sure that pupils experience a range of opportunities called 'The Bloom Agreement'. This includes opportunities to plant seeds in the school's muddy meadow and prepare a healthy meal.

Pupils are ready for the next stage in their education.

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

The curriculum has been carefully constructed to include the important concepts, knowledge and vocabulary that pupils need to learn. The school has made sure that the curriculum is well planned beyond Year 2 as it grows to full capacity.

The trust provides valuable support to strengthen subject leadership. This has led to improvements in teaching and learning. In most subjects, teaching is effective, and staff have strong subject knowledge.

However, in a minority of subjects, staff's knowledge is not as secure. Additionally, recently introduced approaches to checks on pupils' learning are not fully embedded. This means that some curriculum content is not revisited to routinely address any gaps in pupils' learning.

As a result, pupils' learning is not as strong as it could be in a few subjects.

Pupils are taught phonics every day from when they join school in the Reception Year. Staff teach early reading effectively.

The phonics curriculum is taught as intended. Regular checks on pupils' knowledge help staff to know which pupils need extra support with reading. Those who need it receive extra support each day until they have caught up with their peers.

Pupils take home books that are well matched to their reading knowledge. They have a 'snuggle time' book to share with an adult at home to encourage reading for pleasure. As a result, pupils get off to a good start in their 'reading journey' and develop a love of reading.

Children in the early years are well cared for. The environment is inviting. The early years curriculum is carefully crafted with a clear and ambitious sequence of learning.

The school makes sure that children develop their physical skills through a wide variety of well-designed activities. For example, children manipulate dough, use scissors, lace and thread items using different materials. Over time, children gain the knowledge and control needed in readiness for early writing.

The school's improved processes mean that any additional needs are quickly identified. Generally, pupils with special educational needs and/or disabilities (SEND) are supported well. However, occasionally this support is not fully effective.

As a result, pupils with SEND sometimes do not achieve as well as they could.

Pupils develop a sense of responsibility through their roles as school councillors and eco-warriors. School councillors annually select three charities to support and help to organise fundraising opportunities.

Eco-warriors support the local community. For example, they carry out litter-picking in the local area. Pupils understand fundamental British values.

They know that laws and rules are there to help keep everyone safe. They know who to speak to if they have a worry or concern.

Governors and trustees understand and fulfil their roles and responsibilities.

They make appropriate checks on the work of the school. Governors and trustees hold leaders to account. The trust has introduced appropriate strategies to support staff well-being.

Most staff report that their workload is well managed, and their well-being is supported.

Some parents have been unhappy with aspects of the school's work. The trust is providing effective support to the school in building stronger relationships with parents and the local community.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of teaching are not as effective as they could be. In a minority of subjects, staff's knowledge of the school's intended curriculum is not fully secure.

Additionally, teaching does not consistently address gaps in pupils' learning. As a result, pupils' achievement across the breadth of the curriculum is not as strong as it could be. The trust should support the school to strengthen these aspects of teaching so that pupils achieve equally well across the curriculum.

• Support for some pupils with SEND is not as effective as it should be. Sometimes pupils with SEND are not achieving as well as they could. The school should make sure that all pupils with SEND are supported effectively so that they achieve their full potential.