Brighstone Primary School have shared with parents the latest Ofsted report following inspection earlier last month.
The inspector has given the school an overall rating of ‘Requires improvement’ after the school was found to ‘Require Improvement’ in all areas; Effectiveness of leadership and management, Quality of teaching, learning and assessment, Personal development, behaviour and welfare, Outcomes for pupils.
The school did receive a rating of ‘Good’ for their Early years provision.
The school’s strengths
The report highlights the strengths of the school:
- Teaching and learning in the early years, at key stage 1 and in Year 6 are a strength of the school.
- A high proportion of pupils reach a good level of development by the end of the Reception Year.
- Standards in reading, writing and mathematics are consistently high by the end of key stage 1.
- The development of pupils’ personal development and welfare is good.
- The recently appointed interim headteacher is helping the school to improve.
Improvements needed
Also highlighted in the report are areas where improvement is needed:
- Leaders, managers and governors have not secured consistently good teaching and learning throughout key stage 2. They have also had limited success at recruiting and retaining good teachers.
- The roles of leaders and managers are underdeveloped. This limits their influence on raising standards at key stage 2.
- Roles and responsibilities are not shared sufficiently well among staff.
- Governors do not hold leaders to account rigorously enough about the progress made by different groups of pupils. Furthermore, where governors identify areas of concern they do not follow these up rigorously enough.
- The assessment and moderation of pupils’ work across the school does not always provide an accurate view of pupils’ progress and standards.
- Teachers’ subject knowledge in English and mathematics is not good enough at key stage 2. Consequently, levels of support and challenge for pupils from Year 3 to Year 5 are limited.
- Teachers do not all use assessment information well in order to plan learning that promotes good levels of progression in pupils’ understanding, knowledge and skills in English and mathematics.
- Where teaching does not meet the needs and interests of pupils, this leads to pupils losing interest in their learning.
- Pupils who are disadvantaged, have special educational needs or disability, are of lower ability or are most able, do not make good progress in Years 3 to 5 in English and mathematics. Consequently, few are set to exceed age-related expectations.
The report
Full details can be found in the report. Click on the full screen icon to see larger version.
