Brockhurst Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is highly ambitious and aims to raise aspirations for pupils. The school's motto of 'dive into learning, set sail for success' encompasses school life.

Tailored support helps pupils with special educational needs and/or disabilities (SEND) to develop resilience and independence. A strong sense of inclusion is evident across the school. It is clear that everyone is welcome here.

The school's values of courage, ownership, respect and excellence are central to all the school does. They are committed to growing lifelong learners who are prepared for the next stage of their education.

Pupils skip into school and demonstrate genuine enthusiasm for learni...ng.

As a result of the school's structured curriculum and focus on remembering important concepts, pupils achieve well.

Pupils are encouraged to contribute to the school community. Many relish the opportunity to take on leadership roles such as school ambassadors and house captains.

This helps them develop confidence as well as a sense of responsibility.

Pupils are adamant that the school helps them to stay safe. Safety online and in the real world is woven throughout the school's work.

Pupils appreciate the school's renewed focus on managing behaviour. They talk positively about how much the school has changed and evidently appreciate the help that is available if they have any concerns or worries.

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

There is a new leadership team since the previous inspection.

It has worked alongside governors to prioritise school improvement areas, maintaining a focus on achievement alongside strong pastoral support. New systems have been monitored rigorously to check that they are having a positive impact. Training has been well planned to ensure staff understand the school's new approaches to the curriculum and behaviour.

The school has carefully refined its curriculum to meet the needs of the relatively new mixed-age classes. As a result of this work, a well-sequenced curriculum is in place across the school. The school has rightly prioritised English and mathematics.

In most areas, children build their knowledge effectively from the early years and beyond. There is a sharp focus on closing the gap for disadvantaged pupils. However, some areas of the curriculum are less well developed, and there is some work to be done to embed curriculum changes in a few subjects further.

There is a clear model in place to help pupils recall key information. Teachers use this system well to check pupils' understanding of key concepts, and pupils are well supported to remember prior learning. In lessons, staff make appropriate adaptations to help pupils with SEND achieve alongside their peers.

Reading is highly important in this school. The school is clear that learning to read will help pupils unlock other areas of learning. Pupils who are at the earliest stages of reading are well supported to learn to read.

There is genuine enthusiasm for reading, which is evident throughout the school. Pupils are eager to read aloud and are keen to talk about books they have enjoyed. They appreciate the opportunities to visit the library and take books home.

They love being recognised for reading and enjoy reading sessions. Staff focus on making sure pupils keep up when learning phonics. They do this by making the most of every opportunity to support pupils to grasp new sounds.

Pupils with SEND have extra time in the school day to practise what they have learned in phonics. This helps them to become fluent and eager readers.

The school has prioritised behaviour and introduced a new policy for behaviour management this year.

The impact of this new policy is evident throughout the school. It is recognised by pupils and staff alike. Suspensions have reduced over time.

Some pupils need more support in managing their own behaviour and emotions. The school provides this in a carefully considered manner. Individual behaviour approaches help staff to understand how best to provide additional help.

As a result, pupils generally behave well and are respectful towards staff and each other.

Building positive relationships is integral to the school's success in promoting a calm and warm environment where pupils can learn. This begins in the early years, where children understand the well-defined routines for school life.

Adults model the school's high expectations. Some stakeholders do not fully understand the school's approach to managing behaviour, and there is some further work to be done to make sure parents know how incidents are dealt with.

There is a sharp focus on supporting pupils' physical and mental health.

The school has regular opportunities for pupils to explore how they can keep themselves healthy. This aligns with the school's personal, social and emotional curriculum as well as the assembly plan. Pupils fondly recall the trips they have been on and the extra-curricular opportunities such as dance competitions.

The school is focused on raising aspirations and showing pupils a world beyond Gosport. This is carefully woven through the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The recent changes to the school's policies are not yet fully understood by all stakeholders. This means there is not always a robust understanding of the school's procedures. The school should continue to communicate effectively with parents and staff regarding these changes.

• In a few areas of the curriculum, pupils do not consistently build the intended knowledge. This means pupils do not always learn as deeply as they can in these areas. Leaders should further embed curriculum changes to support learners in developing the skills they need to access future learning.

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