Brockington College

What Ofsted said

From the inspection on 23 April 2024

Pupils at Brockington College are polite and respectful. The school is calm and orderly. The Christian ethos and school values support pupils' personal development well. There is a culture of mutual respect and tolerance. Pupils learn about different faiths and cultures. They understand, and respect, diversity. The curriculum is broad and ambitious. However, it is not delivered consistently well. Sometimes the expectations of what pupils can achieve are too low. As a result, pupils do not always achieve as well as they could. This is reflected in the most recent published outcomes from external examinations. Pupils with special educational needs and/or disabilities (SEND) do not always receive effective support to access lessons. Beyond the academic curriculum, pupils benefit from an ambitious enrichment programme. All pupils have the opportunity to take part in a range of memorable experiences and trips during their time at the school. These include visits to Iceland, Germany and New York, as well as interesting days out to places closer to home, such as Tate Modern and Warner Bros Studios. Pupils enthusiastically take on positions of responsibility in the school. For example, pupil leaders take an active role in promoting diversity and good mental health.

What the school should improve

• Some staff do not have high enough expectations of what pupils can achieve. In some lessons, they do not always challenge pupils to think deeply. Work that is incomplete, or of poor quality, is too readily accepted. As a result, pupils do not achieve as well as they should. The school needs to ensure that all staff have high expectations for all pupils and support them to achieve well across the curriculum.
• Routines for checking pupils' understanding are not embedded in the curriculum. Some staff do not systematically check that pupils are secure in what they have learned previously. They do not always check how well pupils understand new knowledge or vocabulary. As a result, gaps and misconceptions are not always identified or addressed. Sometimes pupils struggle to make connections in their learning. They do not always learn securely and cannot always remember what they have learned. The school needs to make sure that all staff routinely check what pupils have learned and understood.
• Some staff do not routinely adapt learning activities to meet the needs of all pupils. This includes pupils with SEND. Staff do not always use the information they receive about pupils with SEND to provide effective support in lessons. This means that some pupils, including those with SEND, struggle to engage fully with lessons. These pupils do not achieve as well as they could. The school needs to make sure that lessons meet the needs of all pupils and that pupils with SEND receive the support they need to achieve well.

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