School etc

Brockton CofE Primary School

Brockton CofE Primary School
Much Wenlock

phone: 01746 785671

headed by: Miss Sue Relph

school holidays: via Shropshire council

71 pupils aged 4—10y mixed gender
90 pupils capacity: 79% full

30 boys 42%


40 girls 56%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 357650, Northing: 293981
GPS coordinates
Latitude: 52.542, Longitude: -2.6259
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 7, 2011
Diocese of Hereford
Region › Const. › Ward
West Midlands › Ludlow › Much Wenlock
Hamlet and Isolated Dwelling - less sparse

rooms to rent in Much Wenlock

Schools nearby

  1. 2.6 miles Church Preen Primary School SY67LH (65 pupils)
  2. 3.6 miles Brown Clee CofE Primary School WV166SS (118 pupils)
  3. 3.7 miles Ditton Priors CofE Primary School WV166SQ
  4. 3.7 miles Learning for Life Education Centre WV166SS
  5. 4.1 miles Rushbury CofE Primary School SY67EB (50 pupils)
  6. 4.5 miles Much Wenlock Primary School TF136JG (152 pupils)
  7. 5.1 miles William Brookes School TF136NB
  8. 5.1 miles William Brookes School TF136NB (958 pupils)
  9. 5.6 miles Concord College SY57PF (482 pupils)
  10. 5.9 miles Morville CofE (Controlled) Primary School WV164RJ (33 pupils)
  11. 5.9 miles Morville CofE (Controlled) Primary School WV164RJ
  12. 6.1 miles Burwarton CofE Primary School WV166QG
  13. 6.4 miles Christ Church CofE Primary School SY56DH (88 pupils)
  14. 6.4 miles Barrow CofE Primary School TF125BW
  15. 6.4 miles Barrow 1618 CofE Free School TF125BW (67 pupils)
  16. 6.7 miles Longnor CofE Primary School SY57PP (105 pupils)
  17. 6.8 miles Corvedale CofE Primary School SY79DH (77 pupils)
  18. 7.3 miles The Down Primary School WV166UB
  19. 7.5 miles Church Stretton School SY66EX
  20. 7.5 miles Church Stretton School SY66EX (633 pupils)
  21. 7.6 miles St Lawrence CofE Primary School SY66EX (266 pupils)
  22. 7.7 miles Buildwas Primary School TF87DA (91 pupils)
  23. 8 miles John Wilkinson Primary School TF125AN (174 pupils)
  24. 8 miles Broseley CE Primary School TF125LW (197 pupils)

List of schools in Much Wenlock

Age group 4-11
Inspection date(s) 7–8 December 2011
Inspection number 380659

Brockton CofE Primary School

Inspection report

Unique Reference Number 123463
Local Authority Shropshire
Inspect ion number 380659
Inspect ion dates 7–8 December 2011
Report ing inspector Rodney Braithwaite

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 66
Appropriate authority The governing body
Chair Dawn Hanafin
Headteacher Sue Relph
Date of previous school inspection 10 July 2007
School address Brockton
Much Wenlock
TF13 6JR
Telephone number 01746 785671
Fax number 01746 785671
Email address reveal email: admi…


This inspection was carried out by two additional inspectors. Inspectors saw nine
lessons or parts of lessons and observed four teachers. Meetings were held with
senior leaders and representatives of the governing body, and with pupils and
members of staff. They observed the school’s work, and looked at a range of
documentation, including monitoring, self-evaluation records, policy documents, the
school development plan, teachers’ planning, minutes of governing body meetings,
external evaluations of the school and samples of pupils’ work. A range of documents
and records were looked at in relation to the safeguarding of pupils, including case
studies of potentially vulnerable pupils. Inspectors examined questionnaires returned
by 34 parents and carers, 20 pupils and seven,members of staff. They also received
a letter from a parent.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • The consistency of attainment and progress across the school, especially in
    mathematics, with particular attention to the achievement of more able pupils.
  • The effectiveness of curriculum opportunities in helping pupils to improve their
    basic skills.
  • The effectiveness of leaders and managers at all levels in the school, including
    the governing body, and their impact on improving the standards and
    achievement of pupils.

Information about the school

Brockton is a much smaller than average-sized primary school. All pupils are from
White British backgrounds. The proportion of pupils with special educational needs
and/or disabilities is below average, the largest group having dyslexia. There are no
pupils known to be eligible for free school meals. The proportion of pupils joining and
leaving the school at times other than the usual is above that seen nationally. The
school has three mixed-age classes. The present headteacher took up post just over
a year ago. The school provides breakfast and after-school clubs, which were
included in the inspection. There is a privately run pre-school nursery on site on one
morning a week, which is subject to a separate inspection. The school has Safer
School accreditation and Healthy Schools status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

Brockton Church of England Primary is a good school. It has much strength; the staff
have excellent knowledge of the personalities and needs of all pupils, and provide
excellent care and welfare for them. The school is led by a decisive and ambitious
headteacher who is driven by the need for continuous improvement and
development of innovative ideas for the school’s provision for its pupils. She is
supported by a willing and enthusiastic team of teachers and staff and a ‘hands-on’

and challenging governing body. The school’s progress is accelerating after some

inconsistencies in the past especially in the attainment and achievement of some
pupils. There is now clear evidence of consistently above-average attainment in
writing, reading and mathematics throughout all year groups. This applies to all
pupils including particularly those who are more able where there has been
underachievement in the past. Pupils with special educational needs and/or
disabilities make similarly good progress in their learning and personal development.
Pupils’ behaviour is exemplary and this is frequently noted by the general public.
They show great enjoyment of school, have good attendance, and excellent attitudes
to learning. They are fully involved in taking responsibilities and initiatives in school,
and play an active part in the local community. They have an excellent
understanding of how to keep healthy, which is strongly encouraged by the wide
range of outdoor activities and sports provided by the school. Pupils are unanimous
in saying that they are kept safe, and act safely in school. Parents and carers confirm
this, engage very positively with the school, and strongly support school events and
their children’s learning. Typical of the many positive comments made by parents is:

‘This is a wonderful school with a friendly atmosphere where parent involvement is

encouraged which gives a great sense of community, and teachers and the
headteacher are approachable and open’.
Teaching is consistently good because teachers have raised their expectations of
what pupils can achieve, and more challenging but realistic targets are being set so
that improved attainment is maintained. Teachers encourage independence and self-
reliance even in the youngest pupils, and provide stimulating and exciting activities
often based upon the environment around the school. However although the
provision for literacy, numeracy and information and communication (ICT) across the
curriculum is good, the excellent new resources for ICT in particular are not used
consistently to benefit pupils’ learning. Teachers offer good advice to pupils through
their marking and verbal comments. However this is not always followed up
sufficiently effectively and some pupils remain uncertain as to how they are doing

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and what they have to improve.

The school’s evaluation of its performance is realistic and accurate, and based upon

a wide range of detailed evidence of solid progress. Members of the governing body
play a full and active part in the evaluation of the school and have taken difficult
decisions in the past; they are constantly involved in analysing the best ways forward
for the school’s future. The success of school planning and recent improvements
indicate a good capacity for future sustained improvement.

What does the school need to do to improve further?

  • Ensure that improvements in pupils’ progress and attainment in ICT accelerate
    further by:
    giving pupils more opportunities to use good ICT resources across the
    whole curriculum.
  • Ensure that pupils fully understand how they are doing in their learning, and
    their next steps by:
    ensuring that teachers reinforce, both verbally and in marking, pupils’
    understanding of how well they are doing
    encouraging pupils to evaluate their own work and for teachers to
    carefully follow up pupils’ identified concerns or difficulties.
    Children, most of whom begin school with the skills expected for their age, make
    good progress in their learning and personal development in their mixed-age class
    and this continues throughout Years 1 and 2. By the end of Year 2 their attainment
    in reading, writing and mathematics is above average. Pupils continue to achieve well
    in their next four years and as a result of good teaching many leave Year 6 with
    above average attainment in English and mathematics. After recent action by the
    school a number of more-able pupils are reaching their true potential and their
    attainment is high. This was observed in the Year 5/6 class when a group of pupils,
    enthusiastically, independently and successfully tackled some challenging problem
    solving in percentages and decimals which would normally be set for pupils several
    years older. Similarly pupils in Year 3/4 read challenging texts individually to the
    whole class with great expression and fervour. Occasional differences in the
    performance of boys and girls have also been dealt with effectively. The progress of
    the small number of pupils with special educational needs and/or disabilities is good
    because they receive very well targeted support and interventions, often by
    competent and well-trained teaching assistants who show much care and sensitivity
    to their charges.
    Pupils assert strongly that they are kept safe in school and that they also behave
    safely, ‘We have the ‘Safer Schools award.’ Their behaviour is excellent as are their
    very enthusiastic attitudes to learning. They enjoy talking about the school’s aims for
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    them to ‘Be Smart’ which they are able to define accurately. Pupils have few
    concerns about bullying and describe ‘just a bit of kids’ name calling’. They are
    immensely proud of their good service to the school and local community. In addition
    to their fund-raising and contributions to the ‘Farmers’ Market’, they talk glowingly of
    the school ‘Ground Days’ when pupils set to work in the grounds. ‘We clear the
    bracken away ready for spring when the bluebells and snowdrops will burst through.’
    They have an excellent knowledge of how to keep healthy, have gained Healthy
    Schools status, much appreciate their healthy school dinners, and are big supporters
    of the many sports clubs available to them. The non-stop encouragement to use
    their initiative, take on responsibilities and learn to be resilient indicates a good
    preparation for their future lives. Pupils’ spiritual, moral, social and cultural education
    is outstanding and carefully based upon the school’s understanding of their needs, to
    develop personal values and respect the views and beliefs of others.
Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils’ behaviour 1
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cu ltural development 1

How effective is the provision?

Teaching is good because teachers have a good understanding of the needs of their
pupils and there is strong mutual respect between adults and pupils. Teachers’
expectations of what their pupils can learn and understand have risen and become
more consistent across the school. Teachers and their assistants are careful to
ensure that in mixed-age classes, the needs of every pupil are carefully aligned to
their ages, their abilities and their prior learning. This was observed particularly in
the youngest class where the teacher cleverly delivered a brief teaching session
about number bonds which was tailored to the needs of three different year groups.


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Teachers’ questioning skills are good and encourage thoughtful and articulate

answers from many increasingly confident pupils. Teachers are using assessment

and tracking data more effectively than in the past to have a clear picture of pupils’

progress. Although teachers give verbal and sometimes useful written advice to
pupils about their work, a few pupils remain uncertain about what they should
improve. This also applies to their knowledge of how they are doing, because
teachers do not always follow up the limited self-evaluation by pupils of their own


The school provides a good and innovative curriculum which contributes to very

positive outcomes in pupils’ learning and personal development. The school is

markedly successful in providing many extra-curricular opportunities for pupils
including camps and an overnight stop for the youngest as well as residential
adventure trips to the coast of Ireland for the oldest pupils. Trips on the London
Underground and a visit to the Cabinet War Rooms are remembered fondly by pupils
in Year 6. The curriculum is personalised for the needs and interests of all pupils and
the school is developing a wider range of opportunities for its gifted and talented
pupils. Good partnerships with other local primary schools and especially the local
high school are also helping to enrich curriculum opportunities. The use of literacy,
numeracy and ICT is good but the school knows that this could be even more
effective. The excellent new ICT resources are not yet being used to give
consistently regular opportunities to some pupils to develop their skills.

This is a very caring school where pupils’ needs are known by all; those in potentially

vulnerable circumstances benefit from excellent provision and attention. Dedicated
teaching assistants are to the forefront in providing effective and sensitive
interventions for the benefit of pupils with special educational needs and/or
disabilities. Links with a range of outside services and agencies are very effective.
The provision of a breakfast club and after-school club contributes positively to the
needs of pupils.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher shows strong and caring leadership and has made it clear that
sustained improvement in teaching, high quality of care for pupils, and an innovative

curriculum are the cornerstones of the school’s development. Other leaders and staff

share her determination that pupils will be led and encouraged to reach their true

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

potential in their learning and personal development. There is a strong team ethic
within the staff, demonstrated by the shared monitoring of teaching and learning
which is now rigorous and has led to higher expectations and more challenging

targets for pupils’ progress. The governing body is led very effectively and members

have an excellent knowledge of the strengths of the school and its areas for
development. They also have a long-term strategic vision, taking account of all
options, for the future of the school. The governing body has ensured that
safeguarding is rigorous and that pupils are kept safe. However, they accept that
some minor aspects of administration regarding quality assurance need remedying.
The school promotes equality of opportunity effectively, and has successfully
eliminated some past underachievement by more-able pupils. There is excellent
engagement with parents and carers who support the school in many ways and are
eager to take all opportunities to assist in the learning of their children. Many parents
and carers express appreciation of the approachability of staff. The school’s
contribution to community cohesion is well promoted, especially in its links with other
schools; pupils visited a school in Sandwell and found it to be very different to their
own school experience.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Although the majority of children enter the Early Years Foundation Stage with the
skills expected for their age, this can vary considerably year-on-year, as can the
number of children in each cohort. This year, for example, there are five children in
the cohort, while there have been double this number in the past; there is now an
increasing demand for places. Children make good progress, especially in their
language, communication and personal development. They become increasingly

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

confident and independent and benefit from learning and playing frequently with
older children, who present them with good role models. Staff provide appropriate
stimulating and interesting learning activities throughout the day in a colourful indoor
and outside environment. Children greatly enjoy their learning as they move busily
about their activities. They are confident in explaining what they are doing to adults;
for example, two children found wooden cubes in a box of different shapes and were
able to name some of their properties and count them, up to fourteen. Adults

regularly observe and assess children’s development and use outcomes to provide

good opportunities for active and independent learning. Occasionally adults direct

some of the children’s activities too much.

Leadership and management, where the headteacher has a significant teaching
input, are good. Children’s welfare has the highest priority, and all necessary
safeguarding and child protection procedures are firmly in place. Staff have excellent

relationships with parents and carers, one of whom commented, ‘My child has never
been so happy and loves school.’ There are effective links with the private nursery on

the school site.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

Just over half of the parents and carers returned questionnaires, which is above the
average response for primary schools. Almost all parents and carers have very
positive views of the school, particularly regarding their children’s enjoyment of
school, their safety, their healthy lifestyles and the teaching. Typical of the many
complimentary comments is: ‘Children are very fortunate to attend this school where
the staff work as a team and have all the right values, are very approachable and

friendly but always professional.’

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Brockton CofE Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 34 completed questionnaires by the end of the on-site inspection. In
total, there are 66 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 28 82 6 18 0 0 0 0
The school keeps my child
25 74 9 26 0 0 0 0
The school informs me about
my child’s progress
23 68 9 26 2 6 0 0
My child is making enough
progress at this school
18 53 12 35 2 6 0 0
The teaching is good at this
26 76 8 24 0 0 0 0
The school helps me to
support my child’s learning
22 65 9 26 1 3 0 0
The school helps my child to
have a healthy lifestyle
27 79 7 21 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
21 62 11 32 1 3 0 0
The school meets my child’s
particular needs
19 56 11 32 1 3 0 0
The school deals effectively
with unacceptable behaviour
18 53 15 44 1 3 0 0
The school takes account of
my suggestions and
17 50 12 35 1 3 0 0
The school is led and
managed effectively
24 71 8 24 2 6 0 0
Overall, I am happy with my
child’s experience at this
26 76 5 15 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

9 December 2011
Dear Pupils

Inspection of Brockton CofE Primary School, Shropshire, TF13 6JR

What an enjoyable time we had when we visited you! Thank you for being so friendly
and talking to us about all your school activities. We were especially interested to
hear about your journey to Ireland, your camping trips and how much you enjoy
cross-country running. You really do keep yourselves very healthy, and we are also
pleased that you stay safe. Your behaviour is excellent and we were impressed by
your good attendance and how much you all enjoy school. We liked how you are
prepared to take responsibilities especially in your fund raising for charity, and the
school council for providing the ‘buddy bench’.
You go to a good school where you make rapid progress right from the start,
through every year from reception until the end of Year 6. Your attainment in
reading, writing and mathematics is higher than average and your teachers do a
good job. You have a really exciting and interesting curriculum with all your outside

activities, especially the ‘Ground Days’ where I am sure you love getting covered in

mud! We think your headteacher is doing a good job in encouraging the school and
you to improve. We are also pleased that your parents and carers like the school so
There are ways in which we think the school can improve even more. You do learn
well in ICT but now that you have some very good ICT equipment we have
suggested that you have more opportunities to use this in all your subjects and make
your skills even better. Also some of you told us, especially in your questionnaires,
that you are not always sure how well you are doing; we saw this in lessons. We
have asked that teachers make sure you know how well you are doing and that you
are always able to ask them if you are still unsure about what you have to improve.
We enjoyed being with you and look forward to hearing about how you do in the
Yours sincerely
Rodney Braithwaite
Lead inspector


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