Brookfield Primary School

What Ofsted said

From the inspection on 9 May 2024

This school has been through a period of significant turbulence. Recent developments have provided much-needed stability. Parents and carers are positive about how much the school has improved. As one parent typically noted, 'I believe that Brookfield has my children's best interests at heart.' Most pupils enjoy coming to school and are keen to learn. However, there are variations in the quality of the education that pupils receive. Some pupils do not attend school often enough. These both affect how well pupils learn and achieve. As pupils learn how to conduct themselves, their behaviour is improving. They like to have their name put on the 'wheel' for doing something well. However, some pupils become distracted from their learning, particularly when the work is too tricky. A few struggle to control their emotions and feelings. Some pupils do not understand that their peers may need extra support with their behaviour. A range of opportunities help to enrich pupils' experiences and build their confidence. Pupils take on leadership responsibilities to help out around school. They like learning to play the clarinet. They value time spent with residents of a local care home. Pupils enjoyed trips to the National Space Centre and to the theatre to watch a pantomime.

What the school should improve

• The curriculums in English, and in the foundation subjects, are in the process of being reviewed. In these subjects, it is not always clear exactly what pupils need to know. The implementation of the curriculums in these subjects is also inconsistent. Pupils' knowledge of these subjects is not always secure. The school must ensure that the curriculum in every subject is planned and delivered consistently well.
• The needs of pupils with SEND are not considered well enough. These pupils do not always get the support they need. They sometimes struggle to access their learning or to meet the school's behaviour expectations. This can cause them to become dysregulated. The school must make sure that the curriculum for pupils with SEND is suitably ambitious and appropriately adapted. It must ensure that these pupils get the support they need to behave well.
• Some pupils do not attend school often enough, particularly disadvantaged pupils, pupils with SEND and pupils who speak English as an additional language. These pupils miss out on important learning and on wider school experiences that support their personal development. The school should continue its work to reduce persistent absence, so that all pupils attend school well.
• There are inconsistencies in how well the personal development programme is implemented. As a result, pupils' recall of important aspects such as different faiths and cultures or British values is variable. The school must ensure that all pupils benefit from an effective programme of personal development that prepares them well for their next steps.
• Senior leaders' and governors' oversight of the school is not sufficiently sharp. They do not use information well enough to inform planned improvements. Their evaluations of actions to improve the school lack rigour. The school must make sure that senior leaders and governors have a clear focus on what is working well and how the school can continue to get better.
• The school takes appropriate action to keep pupils safe. However, some minor weaknesses in record keeping and training mean that the school's safeguarding practices are not as thorough as they could be. The school must ensure that the school's safeguarding arrangements are suitably robust so that all pupils remain safe.

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