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Brough Community Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils enjoy being part of this friendly school at the heart of the village community.
They arrive each day eager and ready to learn. Pupils thrive in the school's nurturing environment. They know that staff care about them.
This helps pupils to feel safe in school, including pupils with special educational needs and/or disabilities (SEND).
Pupils strive to live up to the high expectations that the school has of them. Most pupils behave well and follow the school routines.
Pupils work hard in le...ssons. This helps them to achieve their best.
Pupils proudly represent their school in a range of sporting events.
They relish the many opportunities that the school provides to enrich the curriculum. These opportunities include visiting the local heritage railway, entering exhibits to local county events, leading coding workshops and learning traditional crafts such as knitting.
Older pupils take on responsibilities as house captains, monitors and members of various committees.
Visits to places of cultural interest, such as the theatre and places of historical significance, help to broaden pupils' horizons. Pupils' confidence and resilience is developed further through residential trips. Pupils are encouraged to challenge themselves and 'follow their dreams', such as to become a successful racing driver or to run their own business.
What does the school do well and what does it need to do better?
In this small school, most pupils learn in mixed-age classes. The school has thought carefully about the design of the curriculum to ensure that it meets the needs of all pupils, including those with SEND.In most subjects, the knowledge that pupils' need to learn has been carefully sequenced.
Pupils with SEND learn the same curriculum as their classmates. The training that staff receive enables them to deliver the curriculum well. Frequent checks on pupils' knowledge and understanding are used accurately to identify any misconceptions.
This information is used effectively to help pupils to catch up quickly.
Staff successfully adapt teaching to meet the needs of pupils, including those with SEND. Appropriate learning activities enable pupils to practise what they are learning.
In most subjects, pupils' knowledge builds securely over time. Pupils confidently apply what they know when they are learning something new. Most pupils, including those with SEND, achieve well.
The school's development of the curriculum is ongoing. This means that in a small number of subjects the knowledge and vocabulary that children should learn is not clearly identified. Where this is the case, some pupils do not make as much progress as they should.
Teachers regularly check that pupils are learning what they should in lessons. There is an increasing focus on developing ways to check what pupils recall and can apply, to inform next steps in learning.
The teaching of reading is a priority.
Most pupils successfully apply their phonics knowledge well when reading unfamiliar words. Pupils who struggle with reading are identified quickly. They receive the help that they need to catch up.
Most pupils learn to read confidently and fluently.
Pupils are encouraged to read widely and often. A love of reading is fostered across the school.
The wide selection of texts available from the visiting library bus enrich pupils' access to different genres. They talk avidly about their favourite authors. Older pupils use their increasing vocabulary successfully to enhance their written work in English.
The school positively promotes the importance of school attendance. They work closely with families to provide additional help should pupils' attendance need to improve. This includes working with other agencies when necessary.
Most pupils, including those with SEND, attend regularly.
Pupils conduct themselves well around school. They are polite, well-mannered and treat each other with understanding and respect.
Pupils learn in a calm environment, free from disruption. This helps them to focus on their learning. On occasion, some pupils may struggle to manage their emotions.
The school has skilled staff who apply a range of strategies well. This ensures that pupils get the right support to improve their behaviour.
Pupils know how to keep themselves safe in a variety of situations, especially when using the internet.
Pupils' personal development is promoted well through the extensive range of activities, visits and events that the school provides. They confidently demonstrate their understanding of British values and are prepared well for life in modern Britain.Governors know the school well and understand the challenges faced by small schools.
They are mindful of staff's workload and well-being. Governors use their knowledge effectively to hold leaders to account for the quality of the education that the school provides.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes the key knowledge and vocabulary that the school wants pupils to learn is not clear. When this is the case, some pupils struggle to recall prior learning. The school should ensure that what they want pupils to know and understand is clearly identified to enable pupils' knowledge and understanding to build securely over time.
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 October 2019.
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