Brookfield Park Primary School

What Ofsted said

From the inspection on 6 May 2026

Although pupils’ attainment in reading, writing and mathematics is typically in line with the national average by the end of Year 6, they do not achieve as well as they should across the whole curriculum. They do not learn everything they should know. The curriculum in many subjects is not taught well or not taught at all. This is because time is wasted and pupils do not spend enough time in school each week. Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are not well prepared for the next stage in their education. Pupils’ barriers to learning are identified but are not met well enough. Pupils have large gaps in their knowledge. They do not remember important facts. Pupils are not helped to write legibly or to spell accurately. Pupils do not know their multiplication tables as well as they should. Reading books are often too hard for those who are starting to learn to read. Pupils with SEND and those who are disadvantaged do not attend school as regularly as they should. Pupils like school and they feel safe. They make good friends and play well together in the adventure or school playgrounds. Staff help them when they are sad or anxious. Leaders deal with any bullying quickly, and this helps pupils to enjoy learning and social times. Some pupils have been trained as peer mentors. They look after others who might be upset or want to play a new game. Pupils are keen to take responsibility as leaders. They show care for one another and are extremely polite to visitors. Pupils want to learn and have positive attitudes to learning. They follow the school rules and generally behave well. They show tolerance for others and develop a secure understanding of what it means to be different.

What the school should improve

• Those responsible for governance must ensure that there is sufficient capacity within leadership so that the weaknesses in provision are resolved effectively and swiftly.
• Leaders should ensure that they check the impact of their work to improve the school, including their oversight of curriculum delivery and the impact of the additional support that some pupils who face barriers to learning receive.
• Leaders and governors must urgently review the curriculum that pupils currently receive. They must ensure that pupils receive the minimum 32.5 hours of education each week, as directed by the Department for Education. They must ensure that teachers deliver the curriculum as intended so that pupils have their entitlement to a broad and balanced education that enables them to achieve well.
• Those with responsibility for governance must carry out their statutory duties and have oversight over the way leaders fulfil their role, including the use of part-time timetables for some pupils.
• Leaders must ensure that staff have consistently high expectations of all pupils. Staff should use the information that they hold to adapt their teaching so that pupils who face barriers to learning and/or wellbeing succeed and thrive.
• Leaders must ensure that teachers build on children’s success in the early years, so that all pupils secure the basic skills of handwriting, number and early reading to be successful.
• Leaders should ensure that teachers are equipped to identify and then address misconceptions and errors in pupils’ work.
• Leaders should strengthen the procedures to monitor pupils’ absence from school and use this information to help pupils and their families to attend school more regularly.

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