Brunel Primary and Nursery School
phone: 01752 848900
headteacher: Mr P Roberts
390 pupils capacity: 84% full
175 boys 54%
150 girls 46%
Last updated: June 24, 2014
Primary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Aug. 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 242364, Northing: 58990
- GPS coordinates
- Latitude: 50.41, Longitude: -4.2199
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 12, 2013
- Region › Const. › Ward
- South West › South East Cornwall › Saltash East
- Urban > 10k - less sparse
- SEN priorities
- HI - Hearing Impairment
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Longstone Infant School PL126DX
- Saltash Junior School PL126DX
- Brunel Primary and Nursery School PL126DX
- 0.3 miles St Stephens (Saltash) Community Primary School PL124AQ (285 pupils)
- 0.5 miles Bishop Cornish CofE VA Primary School PL124PA (209 pupils)
- 0.5 miles saltash.net community school PL124AY
- 0.5 miles Saltash.net community school PL124AY (1325 pupils)
- 0.8 miles Burraton Community Primary School PL124LT (410 pupils)
- 0.8 miles Burraton Community Primary School PL124LT
- 1.1 mile Focus School - Plymouth Campus PL51HL (119 pupils)
- 1.2 mile Bull Point Community School PL51HL
- 1.4 mile St Paul's Roman Catholic Primary School PL51NE (206 pupils)
- 1.4 mile St Paul's Roman Catholic Primary School PL51NE
- 1.5 mile Barne Barton Community School PL51JH
- 1.5 mile Barne Barton School PL51DL
- 1.5 mile Riverside Community Primary School PL51DD (534 pupils)
- 1.6 mile Victoria Road Primary School PL51RH (212 pupils)
- 1.8 mile Mount Tamar School PL52EF (98 pupils)
- 1.9 mile Plaistow Hill Infant and Nursery School PL52DT (216 pupils)
- 1.9 mile St Budeaux Foundation CofE (Aided) Junior School PL52DW (198 pupils)
- 1.9 mile Tamarside Community College PL52AF
- 1.9 mile Marine Academy Plymouth PL52AF (867 pupils)
- 1.9 mile Marine Academy Primary (Map2) PL52AF (32 pupils)
- 2.1 miles Weston Mill Community Primary School PL22EL (318 pupils)
P R O T E C T – I N S P E C T I O N
Brunel Primary and Nursery
Callington Road, Saltash, Cornwall, PL12 6DX
|Inspection dates||12–13 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Senior leaders, including governors, are |
Behaviour is good. Pupils are well cared for
Achievement is good as all groups of pupils
Additional adults in school provide effective
ambitious for their school. Governors are fully
involved in the life of the school and
contribute well to school improvement.
by the adults in school. They feel safe and
say that bullying is very rare.
make effective progress and are well
prepared for the next stage in their
education. Parents are very pleased with the
progress that their children make at the
support for small groups or individual pupils
who need extra help to ensure that they
make good progress.
| Teaching is good and sometimes of high |
Pupils are polite and have respect for each
The school works well to engage parents and
The curriculum is exciting and motivates pupils
quality. In the best lessons, teachers ensure
that pupils know how to improve their learning
and challenge pupils to make rapid progress.
other and the adults. They are effective
communicators and enjoy learning.
involve them in their child’s education. Parents
are very happy with the school.
| Occasionally, pupils are not sufficiently |
challenged to ensure that they make rapid
| The quality of marking of pupils' work is not |
always consistently good across the school.
Information about this inspection
- Inspectors visited 24 lessons, including short visits to sessions where small groups of pupils
receive extra support with their learning. Three lessons were observed jointly with the
- The inspectors heard pupils read, examined pupils’ work in their books, attended assemblies,
observed pupils’ activities in the playground and in the dinner hall.
- Inspectors held discussions with pupils, the headteacher, deputy headteacher and other senior
leaders and members of the governing body.
- Inspectors examined a range of documents including a summary of the school’s self-evaluation,
the school improvement plan, documents showing how the quality of teaching is evaluated, the
school’s information on pupils’ progress, teachers’ plans and records relating to pupils’ safety,
behaviour and attendance.
- Inspectors spoke informally to parents to seek their views about the school and analysed the
views of 46 parents through the Parent View website.
- The views expressed by 35 staff who returned questionnaires were also considered.
- Inspectors also considered a report written by the Department of Education in November 2012
about the progress and improvements being made by the school.
|Chris Chamberlain, Lead inspector||Additional Inspector|
|Linda Rafferty||Additional Inspector|
|Alan Jones||Additional Inspector|
Information about this school
- This is a larger than average size primary school.
- The school converted to become an academy school on 1 August 2011. When its predecessor
school, known as Brunel Primary and Nursery School, was last inspected by Ofsted it was judged
to be good overall.
- The proportion of pupils for whom the school receives the pupil premium (additional funding for
looked after children, pupils known to be eligible for free school meals and children of service
families) is above average.
- The proportion of disabled pupils and those with special educational needs who are supported
through school action is below the national average. The proportion supported through school
action plus or with a statement of special educational needs is lower than the national average.
- Most pupils are from White British backgrounds.
- The school meets the government’s current floor standards, which set minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics in Year 6.
What does the school need to do to improve further?
- Improve the quality of teaching from good to outstanding in order accelerate the rate at which
all pupils make progress across the school by:
ensuring that the activities planned for pupils in lessons always provide an effective level of
challenge for pupils of different abilities
ensuring that pupils consistently receive high quality feedback from adults so that they always
know how to improve their learning.
|The achievement of pupils||is good|
- Pupils enter the Nursery with knowledge and skills below age-related expectations in
communication, language and literacy as well as personal, social and emotional development.
They make good progress across this phase and also in Key Stages 1 and 2.
- Since the school opened pupils’ progress has been improving and the current Year 6 pupils have
made good progress in the past two years. Because of the good progress pupils are making their
attainment in reading, writing and mathematics is improving rapidly. This good progress is
replicated across the school.
- All groups of pupils, including disabled pupils and those who have special educational needs,
make good progress in all year groups due to the support they receive from additional adults
who work with them in small groups or on an individual basis.
- In 2013 the gap between the attainment of pupils for whom the school receives pupil premium
funding compared to that of all other pupils at the end of Year 6 narrowed considerably. In
reading, writing and mathematics they were less than a term behind all other pupils in English
and mathematics. The school is working effectively to reduce this gap by using the extra money
it receives from the pupil premium to provide additional support to individuals, groups and
cohorts of pupils where attainment needs to be improved. For example, the school also runs a
voluntary before-school writing club which is attended by the large majority of Year 6 pupils.
Pupils are enthusiastic about these support groups and are making good progress.
- Pupils are effectively taught the skills they need to become successful readers. Less able readers
decode words by applying their strong phonic knowledge or make sense of sentences by using
contextual clues such as pictures. Pupils told inspectors that they enjoyed their phonics teaching
and group reading sessions. They are encouraged to read regularly at home to improve their
reading skills. Pupils read widely, enjoy a wide range of favourite authors and are encouraged to
read both fiction and non-fiction books to broaden their experience of books.
- Pupils’ progress in phonics across the Early Years Foundation Stage and Key Stage 1 has risen
due to improvements made to the teaching of phonics. In 2013 a much higher proportion of
pupils reached the expected standard in the Year 1 phonics screening check than in 2012. In
both years the percentage of pupils reaching the expected standard in phonics exceeded the
national average. The improvements in the teaching of phonics have led to improvements in
attainment in writing in Key Stage 1. Evidence from discussions with senior leaders, work
scrutiny and lesson observations show that this improving trend in attainment in writing is
- Parents are very pleased with the progress that their children are making across the school. One
parent reported that there is a ‘good balance between learning and care’ in the school.
|The quality of teaching||is good|
- Teaching is good across the school. Some teaching is of high quality. Pupils are enthusiastic
about their learning and are keen to do well.
- A large majority of parents spoken to during the inspection and those who accessed the Parent
View website agreed that their children are well taught.
- In the very best lessons pupils are set challenging work because teachers have high expectations
of the progress that they can make and teachers extend pupils’ learning through skilful
questioning. They check pupils’ progress regularly during lessons and give very detailed feedback
so that pupils understand how to improve their learning.
- Pupils who are disabled or have special educational needs are able to make good progress due
to the well-planned deployment of additional adults. Teaching assistants and teachers work very
successfully with groups of pupils, developing their knowledge and skills and ensuring a good
rate of progress through well-planned teaching sessions and effective relationships with pupils.
In a group session with less able older pupils the teacher skilfully differentiated her teaching and
questioning so that pupils with a wide range of abilities were all able to make effective progress
in a supportive learning environment.
- This was further illustrated in a mathematics lesson where the teacher organised the pupils into
small groups to meet their specific individual needs. Activities such as problem solving enabled
pupils to apply their knowledge to new concepts. The teacher ensured that those pupils requiring
extra support with their learning were rapidly provided with the help they needed from teaching
assistants when they found a new concept difficult to understand. She also effectively judged
when pupils were ready for the challenge of the next step in their learning.
- Teachers regularly make learning fun and stimulating through the introduction of the
International Primary Curriculum. Pupils are enthusiastic about their learning. For example, in a
lesson about a recent natural disaster pupils demonstrated a fascination in the issues
surrounding the disaster, made very good progress in their knowledge and understanding in
geography, were able to apply their well-developed computer skills and worked well
- In the Early Years Foundation Stage teaching is good because of the effective level of teamwork
between adults which ensures that children listen well, respond politely to all instructions and are
encouraged to develop their independence and perseverance. Children thrive on activities
organised in the outdoor learning area which not only mirror those indoors but also enable pupils
to experiment, practise and learn in a safe and secure environment.
- The most effective teachers ensure that pupils have very detailed feedback, both written and
verbal, so that they understand how to improve their learning. This includes the use of success
criteria to ensure pupils know how to improve and self or peer assessment to enable pupils to
reflect on their progress against the success criteria.
- Teaching is not yet outstanding because in a very small number of lessons pupils are not
consistently challenged and do not always receive consistent, effective feedback from adults.
|The behaviour and safety of pupils||are good|
- Pupils are well behaved in school. They are polite, helpful, courteous and friendly. For example,
pupils readily speak to adults when moving about the school by saying ‘Good morning’ and
groups of pupils confidently spoke to inspectors both formally and informally.
- Pupils know who to go to if they have a concern and agree that bullying is rare in school. They
say that any problems with behaviour are dealt with effectively by adults. School records show
that there are a few incidents of poor behaviour but these are dealt with rapidly and
appropriately. There have been no exclusions in the last three years.
- Pupils are kept safe in school. They are aware of e-safety including the dangers of cyber
bullying. Pupils understand the systems that the school uses to keep them safe, such as
controlled access and secure boundaries.
- Almost all parents who completed the online Parent View, or spoke to inspectors, and staff who
completed the questionnaire agreed that their children are happy and safe in school.
- Playtimes are well managed. Pupils play in specific zones to ensure that ball games do not
become dangerous. Pupils have regular access to play equipment during lunchtimes and
playtimes and are fully involved in organising the distribution of equipment.
- When pupils took part in a whole key stage ‘wake up and shake up’ at the beginning of an
assembly they demonstrated a mature, sensible approach to this activity and were keen to take
- Pupils work hard in lessons and attitudes towards learning are positive. This is demonstrated by
the way in which older pupils are aware of what they need to do to improve and openly and
confidently discuss this with adults in school.
- Pupils develop their independence successfully throughout the school. In a mathematics lesson
with younger pupils, for example, a group independently identified examples of real-life two-
dimensional and three-dimensional shapes around the classroom while the teacher worked with
another group of pupils. Older pupils are involved in running the book fair or organising the hall
- The work of the school’s parent support advisor alongside systems that the school has put into
place, including the ‘Golden Ticket’ or ‘Never Late, Never Away’ award, has had a positive impact
on the level of pupil attendance. Attendance has improved over the last three years and is now
in line with the national average.
|The leadership and management||are good|
- Regular self-evaluation such as work sampling, lesson observations and moderation exercises
ensure that senior leaders are fully aware of the areas of the school that require further
improvement. Leaders are determined and ambitious. It is clear that the school has a strong
capacity to continue to improve.
- There is a very strong sense of teamwork across the school. Staff support the headteacher’s
vision and ambition for the school.
- Middle leaders have recently successfully overseen the introduction of a new phonics scheme as
well as a reading and writing scheme which have improved pupils’ achievement. The cooperative
approach used by the school for coordinating some subject areas has had a positive impact on
improving subject leadership and also pupils’ achievement.
- Regular pupil progress meetings ensure that the achievement of each pupil in the school is
monitored effectively. When a pupil is not making enough progress appropriate support is given
and the impact of this is evaluated to ensure that the identified pupil makes better progress.
However, the school’s systems for checking performance have not yet resulted in all pupils
making rapid progress or all teaching that is of the highest quality.
- The school has a very good knowledge of its pupils and the families in the community. This has
enabled the school to put in place effective strategies for engaging with parents, particularly
those who find working with the school difficult.
- The school’s curriculum is broad, balanced and exciting. The school has recently introduced the
International Primary Curriculum which has had a positive effect on pupils’ achievement and
motivation. This also ensures that pupils are regularly given the opportunity to apply their core
skills in mathematics and English to other areas of the curriculum.
- The school has successfully used the new primary school sport funding to enhance sporting
provision in the school by organising for sports coaches to come into school each week. The
grant also enables the school to participate in many local sporting tournaments and festivals.
The school evaluates the impact of these initiatives as part of its school self-evaluation
- Staff appraisal is used successfully to improve pupils’ progress, as well as linking appropriately
with other school priorities.
- Provision for pupils’ spiritual, moral, social and cultural development is good. Discrimination of
any kind is not tolerated. These aspects, including equal opportunities, are promoted well
through all that the school does and make a strong contribution to pupils’ personal development.
- The school’s arrangements for safeguarding pupils fully meet statutory requirements.
- The governance of the school:
Governors are effective. The Chair of the Governing Body changes every two years. After their
term of office Chairs of the Governing Body remain as governors and this ensures that the
governing body is very knowledgeable. Governors undertake training regularly and are able to
interpret pupil data, know how to compare school performance data with that of other schools
nationally and are confident to ask the headteacher to explain issues related to pupil data.
Governors have an overview of standards of teaching, how performance management is used
to improve the quality of teaching and salary progression for other staff. They understand how
pupil premium funding is being used and the impact of this on pupils’ progress. Governors use
this knowledge to ask challenging questions to senior leaders about the performance of the
school. Governors are regularly in school. They are each linked to a different year group and
subject area. This gives governors a strong knowledge of progress that the school is making
towards its areas identified for improvement. Governors have great confidence in the
leadership of the headteacher.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||136957|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Academy converter|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||320|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not previously inspected|
|Telephone number||01752 848900|
|Fax number||01752 849749|