Brampton Primary School

What Ofsted said

From the inspection on 14 January 2025

Pupils are well cared for at Brampton Primary. They receive strong pastoral support. Relationships are positive. Staff know pupils well and listen to what they have to say. Pupils show positive attitudes to learning. Although leaders have high ambitions for pupils, including those with special educational needs and/or disabilities (SEND), inconsistencies in the quality of education means that pupils do not achieve as well as they should. Typically, pupils behave well. They know that they are expected to be respectful, resilient and responsible. They do their best to live up to these high expectations. Pupils support each other and celebrate the achievements of others. They are motivated by the rewards on offer including, earning points, gold awards, certificates and 'always' awards. However, the school does not review patterns of pupils' behaviour well enough. This means that the school cannot be sure that behaviour is as positive as it could be. Pupils make an important contribution to the school. They are proud to take on a wide range of responsibilities, including school councillors, librarians and working with younger pupils as 'mini readers' and 'mini mathematicians'. The schools' 'SMILERS' team help everyone to know how to stay mentally healthy.

What the school should improve

• Some parts of the curriculum are at an early stage of implementation. They have not yet resulted in pupils knowing and remembering content over time. As a result, pupils recall of the curriculum is inconsistent. The school should ensure that its' curriculum is embedded and consistently results in pupils remembering content over time.
• Strategies to support pupils with SEND are not consistent. The school is not clear about the precise, small steps of improvement that some pupils with SEND are expected to make. This means that the school cannot accurately check if these pupils are achieving as well as they should. The school should ensure that there are consistent systems in place to ensure that it is clear what pupils with SEND should achieve.
• The school's reading curriculum is not fully sequenced. This means that the school cannot be sure that content is being taught in the best or most logical order. The school should ensure that its reading curriculum is designed to clearly outline what pupils are expected to know and achieve at each stage, so that pupils can securely build upon their prior learning.
• In some lessons, pupils, including those with SEND, do not complete learning activities that allow them to apply what they have learned or secure a deeper understanding of the content studied. Pupils who do not receive these opportunities do not learn and remember curriculum knowledge as well as their peers. The school should ensure that all pupils engage with learning activities that are designed to help them to apply what they have learned and to think more deeply about the content studied.
• The school does not review patterns of pupils' behaviour well enough. This means that it does not know if any of the adaptations it has made are working or if further changes are required. The school should ensure that it uses the information it has gathered about incidents of pupils' behaviour, to check on the impact of the changes it has made and make further improvements where needed.
• The schools' anti-bullying policy is not implemented consistently well. Staff do not have a consistent understanding of how cases of bullying should be managed. This means that some cases of bullying are not dealt with as thoroughly as they should be. The school should ensure that its policy for managing cases of bullying and/or alleged bullying is consistently understood and applied by all staff.

Read the full Ofsted report (opens in a new tab)