Brant Broughton Church of England and Methodist Primary School

What Ofsted said

From the inspection on 4 February 2025

This is a happy school. Pupils and staff get along well together. The school is a peaceful place which pupils liken to being in a family. They know they can go to any adult for help. Pupils feel safe in this school. Central to the school are the virtues of 'kindness, courage, humility, hope'. Pupils gain a deep understanding of how these virtues guide them in their actions. Pupils persevere when they find things challenging. Pupils are proud of their achievements. The school is ambitious for all pupils to do well. It is united in its drive and determination to improve. The school is clear on what it needs to do to improve but has been slow to respond to some challenges it faces. Some aspects of the curriculum are still in development. In a few subjects, not all pupils recall all that they have learned. This is an inclusive school. Pupils understand about equality and diversity. They learn about topical issues and current affairs. Pupils form respectful opinions. Staff care for the well-being of pupils. Pastoral support is of high quality. The school teaches pupils how to keep themselves safe when working online and in the community.

What the school should improve

• The reading curriculum does not build incrementally on what pupils should learn and be able to do at each stage of their education. There is not a consistent approach to teaching pupils to read for meaning. This means that not all pupils gain a proper understanding of the texts they read. The school should ensure that the reading curriculum sets out the key knowledge pupils need to learn and by when.
• Work to streamline the curriculum for some foundation subjects is not yet complete. This means there is too much content and pupils do not recall all that they have been taught. The school should complete the work on the curriculum so that it identifies precisely the key knowledge that pupils should learn.
• Teachers do not accurately identify what gaps in knowledge pupils may have. They do not adapt activities to suit pupils' needs. This means that some pupils do not achieve as well as they could. The school should ensure that teachers have the knowledge to adapt tasks to support pupils to improve achievement for all.
• The school does not accurately evaluate the impact of its work in various aspects of its provision. Leaders and governors do not have clear oversight. There are inconsistencies in approaches to teaching and learning across the school. The school should ensure that it gathers information systematically to evaluate the impact of any planned changes and bring about improvement more swiftly.

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