Brownmead Primary Academy

What Ofsted said

From the inspection on 28 January 2025

This is a welcoming, inclusive school. The school's values, along with the individual class charters, are at the heart of school life. This helps pupils to develop a good understanding of difference, equality and respect. Pupils feel part of a school family. They are happy and proud of their school. Most pupils behave well in lessons and around school. The school provides care and support for those pupils who need more help with behaviour. There are quiet places where pupils can go if they need to calm down and be ready to learn. Most parents and carers are extremely positive about the high-quality support the school provides for their children. Pupils work hard and achieve well. They are kept safe. They are confident that staff listen and look after them well. They learn how to manage risk in their community and online. Special features of the school include the fields and woodland where pupils extend their learning beyond the classroom. Pupils enjoy wider experiences including visits to an art gallery, theatre and music events. They benefit from leadership roles such as the 'Eco and Rights Respecting Committees'. This broadens pupils' experiences and helps them to become responsible, caring citizens.

What the school should improve

• A small number of weaker readers do not practise and apply their skills frequently. This slows down the pace at which they become fluent, competent readers and are able to read more widely. The school should accelerate the provision of support for weaker readers to enable them to catch up rapidly.
• In a small number of subjects, checks on pupils' learning are not yet established to determine how well the curriculum is impacting pupils' achievement. As a result, gaps in pupils' knowledge are not identified and those who could deepen their understanding do not have opportunities to do so. The school should ensure that checks on pupils' learning are in place across all curriculum subjects to support pupils in making progress through the curriculum.
• In some lessons, the school does not precisely adapt teaching for pupils with SEND and resources are not always used effectively to support learning. As a result, some pupils with SEND do not always achieve as effectively as they could. The school should ensure that adaptations enable all pupils with SEND to make progress.

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