Brinsworth Academy

What Ofsted said

From the inspection on 2 February 2022

There is a tangible warmth and friendliness at this highly inclusive school. Pupils are supported to 'achieve excellence'. Teachers care for pupils and have their best interests at heart. Parents agree. They say that this a kind school where staff go the extra mile to help their child. Pupils with special educational needs and/or disabilities (SEND) are well supported. Leaders ensure that all pupils can access the broad curriculum that they have developed. Leaders regularly seek the views of pupils, staff, parents and the wider community. They believe that working together brings about a stronger and more tolerant society. The recent 'Academy Community Together' (ACT) approach is strengthening these relationships. Leaders have high expectations of pupils' behaviour. Most pupils behave well in lessons. There is little disruption to learning. Pupils enjoy socialising with their friends at lunchtimes. Leaders know that there are still occasions when some pupils hear derogatory language. Leaders have consulted with stakeholders, including parents and pupils, to help strengthen the school's behaviour strategy. Leaders ensure that pupils have a wide range of enrichment opportunities available. These develop pupils' respect, responsibility and resilience, which are known in the school as the 'three Rs'. Pupils value the sports clubs on offer and speak highly of the computing facilities. At the time of the inspection, some pupils were taking part in a nationally sponsored on-site Anne Frank exhibition. Pupil ambassadors spoke confidently to visiting primary pupils and other visitors about her life and the need to challenge all forms of prejudice and discrimination.

What the school should improve

• In a few subjects, the planned curriculum does not detail subject knowledge in sufficient depth to match the scope of the national curriculum. This means pupils miss out on some important knowledge. Leaders should review the curriculum for key stage three in these subjects to ensure that it prepares pupils as well as possible for their next steps.
• The support for the very few pupils at the earliest stages of reading is not focused intensively on securing their phonics knowledge. This means that they do not catch up as quickly as they should with their peers. Leaders should ensure that the programme of support enables those pupils to learn to read with fluency and confidence.
• Historically, the curriculum has not enabled pupils to develop a strong knowledge of different religious and non-religious world views. A revised curriculum has been recently implemented. Leaders should ensure that they make appropriate checks to ensure that the new curriculum is having the impact they intend in enabling pupils to develop this important area of knowledge.

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