Brockton CofE Primary School

What Ofsted said

From the inspection on 24 March 2026

This is a small, welcoming school at the heart of its local community. Pupils are well cared for and feel safe. They begin each day calmly and behave sensibly in lessons. Playtimes are a happy, social time where pupils play games and get along well with each other. Older pupils provide positive role models for younger children. Bullying is rare. Pupils are confident that staff will deal with any concerns quickly and fairly. Pupils enjoy a broad curriculum. They have opportunities to take part in clubs, visits and residential experiences, particularly in key stage 2. Pupils enjoy taking on roles such as school councillor and bronze ambassador. These positions help them to build confidence and to feel that they contribute to the school community. Pastoral support plays an important role in helping pupils feel cared for and ready to learn. However, there are weaknesses in how consistently the curriculum meets pupils’ needs. Some pupils do not build knowledge securely enough over time, particularly where earlier gaps in learning have not been targeted effectively. This affects how well some pupils achieve across subjects, including reading, writing and mathematics. For a small number of pupils who face barriers to learning, support is not always identified or adapted quickly enough to help them progress as well as they should. Children in the early years settle quickly into routines and are nurtured by attentive staff. They enjoy reading and role play and develop independence. Children are taught phonics from the start and begin to read with increasing accuracy. However, some parts of the early years curriculum are not implemented as intended and the quality of interactions is inconsistent. This limits how quickly some children develop language and secure key knowledge.

What the school should improve

• Leaders should strengthen monitoring and evaluation so subject leaders have a secure understanding of curriculum quality across all subjects and phases.
• Leaders should ensure that pupils’ barriers to learning are identified swiftly and assessed accurately, with support reviewed regularly.
• Leaders should adapt the curriculum and teaching more effectively so all pupils build knowledge securely from their starting points.
• Leaders should improve assessment practice so gaps in learning are identified and addressed promptly across subjects.
• Leaders should ensure that the early years curriculum is implemented consistently, with high-quality interactions that develop children’s language and vocabulary.
• Leaders should refine attendance tracking and analysis to secure sustained improvement for persistently absent pupils.

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