Brookside Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They are respectful and kind to each other. Pupils enjoy school and, as a result, attendance is high.

There is a strong sense of community at Brookside Primary School. Pupils know that adults are there to support them. This helps pupils to feel safe.

The school's curriculum is ambitious in all subjects. Staff expect pupils to achieve well. Pupils attain well in national examinations and achieve well across the curriculum.

Pupils with special educational needs and/or disabilities (SEND) receive excellent support. Parents and carers of pupils with SEND are positive about the impact the school has on their children. The school's... learning behaviours of cooperation, resilience, concentration, curiosity, imagination and reflection are taught and support pupils to learn well in lessons.

Pupils have access to a wide range of extra-curricular clubs. These include sports, board games and mindfulness. Pupils enjoy taking on roles of responsibility in the school.

They can become leaders as part of the school council, sports leaders, science council leaders and playground leaders. Pupils enjoy a range of trips and visits. Highlights include the botanical gardens and residential trips to the New Forest in Year 4 and Wales in Year 6.

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

The school has a broad curriculum which is well planned and sequenced in all subjects. Pupils build knowledge over time. They can recall what they have learned in most subjects and apply it.

Achievement in many subjects across the curriculum is strong; this includes reading, writing and mathematics. Staff regularly check what pupils know and can do and adapt teaching. However, occasionally the tasks do not reflect what pupils should learn.

As a result, in these lessons, pupils do not learn as well as they could.

Reading is prioritised at the school. Children learn to read as soon as they start in Reception.

Staff in the school have been trained to deliver high-quality phonics lessons. Support is put in place when pupils fall behind. Teachers read carefully chosen stories, poems and rhymes to pupils on a regular basis.

Pupils develop a love for reading, which supports them in the rest of the school curriculum.

The school has an increasing number of pupils with SEND. They are supported to learn the same ambitious curriculum as their peers.

Pupils' needs are identified effectively. The school works with parents to put appropriate plans in place to support learning. This means that pupils with SEND achieve well in school.

There is a warm and respectful relationship between staff and pupils. The school rules of 'ready, respectful and safe' are part of life at school. Low-level disruption is rare.

Staff follow the school's behaviour policy to maintain high expectations for pupils' conduct.Pupils attend school regularly. The school works closely with parents to ensure they understand the importance of good attendance.

Routines are well established in the early years. The curriculum is planned to support children to establish the secure foundations of learning, such as basic reading, writing and mathematics. Children are well prepared for the next stage of their education.

The curriculum in all subjects begins in early years. The school is responsive to the needs of children and is focusing on physical development, communication and language and writing. Staff support children well, with high-quality interactions helping to take learning further.

The school develops pupils' experiences beyond the classroom. For example, pupils go on well-planned trips that support their wider development. The school uses links with local sports partnerships to create an inclusive curriculum that promotes a healthy lifestyle for pupils.

Leaders and governors have a clear vison for the school. They know the school's strengths and where it continues to develop. Governors hold leaders to account for their work and fulfil their statutory duties.

The school engages well with staff and workload is considered thoughtfully. The well-considered professional development programme enables strong teaching.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers do not always ensure that the planned activities match the intended learning well enough. This results in some pupils not learning what leaders expect. The school should ensure that teachers provide pupils with well-considered activities and tasks that develop pupils' knowledge and skills across the curriculum.

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