Brierley Forest Primary and Nursery School

What Ofsted said

From the inspection on 2 December 2025

School and trust leaders have improved many aspects of this school in recent times. For example, they have ensured that children in the early years get off to a positive start, and they have established a culture of positive behaviour and improved pupils' attendance. However, leaders have not dealt with other areas of the school that need improvement as quickly or as effectively. Leaders' work has not had enough impact on pupils' achievement. Teaching does not ensure that pupils gain secure basic knowledge and skills in reading, writing and mathematics. Pupils' attainment at the end of key stage 2 remains significantly below the national averages. The attainment of disadvantaged pupils is much lower than other disadvantaged pupils nationally. Leaders have not reduced the barriers to learning faced by disadvantaged pupils well enough. Based on the shared values of belonging, caring, resilience and integrity, leaders have created a positive, nurturing environment where pupils feel safe, welcome and valued. Pupils say that staff listen to them and treat them with respect. Pupils know that there is help on hand if ever they are worried or upset. The school provides high-quality pastoral support to enable pupils to understand how they are feeling and to manage their emotions. Pupils' behaviour is calm and orderly. Pupils follow routines and respond well to staff. If bullying should occur, staff deal with it quickly and fairly. Pupils understand the school's expectations and say that behaviour has improved a lot. Pupils enjoy learning, especially in the early years, where children progress well through the curriculum from their starting points. Pupils appreciate the wide range of extra-curricular activities and enrichment experiences on offer. They make the most of the numerous leadership opportunities available. They fulfil these roles proudly, making an important contribution to school life by helping others. Such opportunities prepare pupils for life in modern Britain.

What the school should improve

• Leaders must ensure that the recent changes to the curriculums for reading, writing and mathematics are embedded quickly and effectively, so that there is a significant, swift and sustained improvement in all pupils' achievement, and particularly for disadvantaged pupils.
• The school must ensure that there is a sharp focus on closing the gaps in pupils' foundational knowledge, especially in writing in key stage 2, so that pupils have the basic skills that they need to succeed across the curriculum.
• The school must ensure that staff identify and resolve pupils' mistakes swiftly so that pupils' misconceptions are not embedded and repeated, particularly in relation to spelling, handwriting and sentence construction.
• The school must review and refine its strategy to raise the attainment of disadvantaged pupils. Leaders must ensure that staff understand where disadvantaged pupils have gaps in their knowledge in reading, writing and mathematics and how these gaps can be closed swiftly and effectively.
• Those responsible for governance must ensure that they have precise oversight of the school's work to close gaps and improve outcomes, checking closely and frequently on leaders' progress and holding them to account, so that all pupils, and particularly disadvantaged pupils, are well prepared for their next steps.
• The school must retain its sharp focus on reducing absence so that the improving attendance trend continues and even more pupils attend school regularly.

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