Drapers' Brookside Infant School

What Ofsted said

From the inspection on 11 October 2022

Pupils are happy and enjoy school. They are supported by staff who are committed to helping pupils to achieve their best. Staff's expectations for every pupil are high. A variety of extra-curricular clubs, both at lunchtimes and after school, provide opportunities for pupils to broaden their experiences. For example, pupils attend cooking, drama, nurture and sports clubs. They also get to take on responsibilities like being a school councillor. Many learn to play a musical instrument and take part in performances, such as 'Brookside's Got Talent'. A carefully designed curriculum enables pupils to learn well. Pupils develop the vocabulary that they need to express their opinions and feelings. This is because ensuring that pupils experience a rich range of language is a curriculum priority. Pupils' behaviour is calm and orderly. Pupils know what is expected of them and treat each other with respect. In lessons, pupils take part with enthusiasm and focus well. Any low-level disruption is dealt with quickly. Pupils feel safe. Any incidents of bullying, while rare, are sorted out quickly. Pupils are respectful and polite. The 'Draper' school values have recently been created by pupils, families and staff together. The values have been chosen to guide pupils to become the best versions of themselves and a good future citizen of society.

What the school should improve

• The way in which leaders' curriculum thinking has been refined to meet pupils' needs is more developed in some subjects than it is in others. In a small number of subjects, the curriculum does not enable pupils to acquire and remember new knowledge as successfully. Leaders need to continue to strengthen their curriculum thinking, including how they expect it to work in the classroom. They should maintain their focus on making sure that pupils understand and remember knowledge securely over time.
• Some subject leaders are new to their role and, as a result, are still getting to grips with how to develop and lead their subjects. Leaders should continue to develop the expertise of subject leaders through training and support. They should work with subject leaders to refine curriculum thinking and support teachers to implement the planned sequences of learning.

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