Bracebridge Infant and Nursery School

What Ofsted said

From the inspection on 23 May 2023

The school motto of 'being the best that we can be' drives everything that leaders do. This ethos embodies leaders' ambitions and captures the spirit of togetherness that has been created. The improvements that have been made in recent years show the determination that leaders have to bring out the best in everyone. Pupils enjoy their time at school. They are enthusiastic about their learning. Classrooms are calm, nurturing environments. Pupils behave well. They are polite and respectful. Pupils know what it means to be a good friend. They like spending time with each other. Pupils love getting rewards for following the golden rules and showing the school values. Pupils feel safe and secure at Bracebridge Infants. As soon as they start school, adults begin to develop children's independence, encouraging them to do things for themselves as much as they can. For example, pupils know they can solve an 'ant problem' on their own because it is only something small, but they must share an 'elephant problem' with an adult because it is something big that really upsets or worries them. Parents and carers are very positive about the school. They recognise and appreciate the care and commitment of the staff.

What the school should improve

• In the early years, some staff do not take every opportunity to develop pupils' communication skills. They do not consistently extend children's understanding and build their vocabulary through free choice activities or imaginative play. This means that children in the early years do not consolidate and build their language skills as quickly as they might. Leaders must ensure that all staff have the training they need to maximise their interactions with children, so they can consistently develop children's knowledge, skills and vocabulary through talk.
• In some foundation subjects, teachers do not systematically help pupils remember the key knowledge that they need for future learning. As a result, pupils are not always able to recall prior learning. Sometimes, pupils remember activities rather than the knowledge they need to retain. Leaders must review their systems, so that teachers routinely revisit the important knowledge that pupils need to remember and use again.

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