Brunswick Community Primary School
phone: 0114 2695315
headteacher: Mr Neil Frankland
420 pupils capacity: 110% full
220 boys 48%
240 girls 52%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 442592, Northing: 384960
- GPS coordinates
- Latitude: 53.36, Longitude: -1.3615
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 15, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Sheffield South East › Woodhouse
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Shirebrook Primary School S137PG
- 0.8 miles Handsworth Grange Community Sports College S139HJ (998 pupils)
- 0.8 miles Handsworth Grange Community Sports College Academy S139HJ (998 pupils)
- 1 mile Woodhouse West Primary School S137BP (322 pupils)
- 1 mile Ballifield Primary School S139HH (497 pupils)
- 1 mile Rainbow Forge Junior School S124BQ
- 1 mile Rainbow Forge Infant and Nursery School S124BQ
- 1.1 mile Aston Fence Junior and Infant School S139ZD (212 pupils)
- 1.1 mile Rainbow Forge Primary School S124LQ (247 pupils)
- 1.1 mile Becton School S201NZ (58 pupils)
- 1.2 mile Carter Lodge School S124LQ
- 1.3 mile Reignhead Primary School S201FD (287 pupils)
- 1.3 mile The City School S138SS
- 1.3 mile St John Fisher Catholic Primary School S124HJ
- 1.3 mile St Joseph's Catholic Primary School S139AT
- 1.3 mile Hackenthorpe Village Infant School S124LR
- 1.3 mile St Joseph's Catholic Primary School S139AT (254 pupils)
- 1.3 mile St John Fisher Catholic Primary School, A Voluntary Academy S124HJ (213 pupils)
- 1.3 mile Outwood Academy City S138SS (952 pupils)
- 1.4 mile Birley Spa Community Primary School S124QE (499 pupils)
- 1.4 mile Handsworth First School S139AW
- 1.5 mile Beighton Nursery and Infant School S201EG (339 pupils)
- 1.6 mile Swallownest Primary School S264UR (210 pupils)
- 1.6 mile Brook House Junior School S201EG (330 pupils)
Station Road, Woodhouse, Sheffield, South Yorkshire, S13 7RB
|Inspection dates||15–16 October 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
| Pupils’ achievement in areas of school has |
The gaps between the performance of pupils
Teaching is good and on occasions,
accelerated since the previous inspection and
is now good. As a result of an overriding
emphasis on improving teaching and
learning, pupils’ progress in reading, writing
and mathematics is improving rapidly and
standards have risen since 2011.
known to be eligible for free school meals
and others have reduced markedly since the
previous inspection, particularly in reading
and writing. Disabled pupils and those with
special educational needs also make the
same good progress as their peers.
outstanding. Teachers ask challenging
questions, to make pupils think more deeply..
Teaching assistants are proactive in their
support for pupils experiencing difficulty,
enabling them to take full advantage of what
lessons have to offer.
| Pupils are very proud of their school and feel |
The curriculum meets pupils’ needs well and
An impressive level of teamwork among all
happy and safe within its walls. They talk
avidly about their part in developing the school
vision, ‘Desire to Learn, Aspire to Achieve.’
They are delighted with both their own and
their classmates’ successes which are
recognised in the celebration assemblies. They
behave well and respond positively to the
many responsibilities they have, for example as
school councillors and as members of the eco
pupils enjoy the topic work, many sporting
activities and also the wide variety of extra-
curricular sessions and educational visits.
staff is the order of the day. In addition, the
talented senior leadership team ensures that
the school continues to improve rapidly.
Governors provide good support, are well
informed about school performance and hold
leaders and managers rigorously to account.
| The sharing of best classroom practice to |
On occasions, there is too much teacher talk
increase the amount of outstanding teaching
is not fully developed.
and not enough independent work from
pupils. Classroom activities are sometimes not
matched sharply enough to pupils’ needs.
| Pupils do not always have enough |
The role of middle leadership is not fully
opportunities to gauge how well they and their
classmates are doing, to enable them to have a
better understanding of how they can improve.
developed to enable subject coordinators to
have a sharper view of pupils’ progress.
Information about this inspection
- Inspectors observed 15 lessons or part lessons, taught by 15 teachers. Two lessons were
observed jointly with senior staff. On the second day of the inspection, inspectors visited each
class again, in order to observe teaching and learning for a second time. They also listened to
pupils in Year 2 and Year 6 read.
- Inspectors spoke to three groups of pupils, including school councillors and members of the
‘Green Team’, who take part in eco related activities. They also held discussions with the Chair
of the Governing Body, a representative of the local authority, pastoral staff, lunchtime
supervisors, teachers and members of the senior leadership team.
- They took account of the views expressed by parents in the 33 responses to the online
questionnaire (Parent View) and to the 27 responses to the staff questionnaire. In addition, they
spoke informally with parents and grandparents at the beginning of the school and in the
celebration upper and lower school assemblies.
- Inspectors observed the school at work and considered external and internal pupil progress and
attainment data as well as pupils’ work in English and mathematics. They scrutinised a variety of
documentation including school development planning, strategies to enable the school to gain an
accurate view of its own performance, reports written on behalf of the local authority and
minutes of governing body meetings. In addition, they considered documentation in relation to
child protection, safeguarding, behaviour and attendance.
|James Kidd, Lead inspector||Additional Inspector|
|Stephen Helm||Additional Inspector|
|Michelle Murray||Additional Inspector|
Information about this school
- This is a much larger than average sized primary school.
- The proportion of pupils supported through school action is below average. The proportion
supported at school action plus or with a statement of special educational needs is above that
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funding for those pupils known to be eligible for free school meals, those from service families
and those looked after by the local authority) is just above average and has more than doubled
- Most pupils are White British and few pupils speak English as an additional language.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ progress and attainment in English and mathematics.
- Brunswick Community Primary is a nationally accredited Healthy School and has been awarded
the Eco School Green Flag for the second time. It is a ‘Bike It School’ and also holds the Leading
Parent Partnership Award.
- The privately run ‘Kids’ Kabin’ and a before and after school club, share the school site. It
receives a separate inspection and a separate report, which is available on the Ofsted website.
What does the school need to do to improve further?
- Continue to accelerate pupils’ progress across the school by:
giving teachers more opportunities to share the good and exemplary classroom practice which
already exists, in order to increase the amount of outstanding teaching
ensuring there is less teacher direction in lessons, in order for pupils to become even more
independent in their learning
giving pupils more opportunities in the classroom to gauge how well they and their
classmates are doing, so that they have a greater awareness of how they can improve their
ensuring that classroom activities are always sharply matched to pupils’ differing needs and
further developing the role of middle leaders so that they have an even sharper awareness of
pupils’ progress in the subjects for which they are responsible.
|The achievement of pupils||is good|
- Over time, children enter Foundation 1 with skills and knowledge which are below those typical
for their age but which are often well below in communication, language and personal, social
and emotional development. They continue to make good progress in both Foundation 1 and
Foundation 2 and benefit from an outdoor learning area which is much improved since the
- Following a dip in performance in Key Stage 1 in 2012, pupils are now making good progress in
Years 1 and 2. For example, the latest phonics (letters and sounds) reading check demonstrates
that pupils’ skills in reading are better than ever before. The attainment of disabled pupils and
those with special educational needs shows a similar picture. Indeed, their attainment in
reading, writing and mathematics is also improving strongly in this key stage, as it is in Key
- This good progress continues from Year 3 to Year 6 and, although standards are broadly
average by the end of Year 6, they are climbing rapidly, particularly in reading and writing. In
both 2012 and 2013, the percentage of pupils inYear 6 making expected progress was above
average in all reading, writing and in mathematics. The percentage progressing faster than
expected was well above average in mathematics in 2012 and above average in reading and
writing in 2013.
- Inspection evidence, including lesson observations, listening to pupils read and a scrutiny of their
work shows that pupils in the current Year 5 and Year 6 classes are on course to reach even
higher standards by the time they leave. This continued good progress across the school
demonstrates that equality of opportunity is promoted well.
- Pupils enjoy reading, can be seen choosing books from the school library and they complete
their reading records every day. They benefit from the good phonics teaching they receive,
which has improved since the previous inspection and which enables them to approach the
pronunciation and understanding of complex vocabulary with confidence.
- The school spends much time considering how to spend pupil premium funding wisely. It has
been used to employ specialist support for those pupils known to be eligible for free school
meals and has had a positive impact on their progress and attainment. For example, in Key
Stage 1, there is now no gap between the performance in reading of pupils known to be eligible
for free school meals and others. In Key Stage 2, pupils’ attainment in reading improved by over
two points and in writing it was almost one point higher. Pupils’ attainment in mathematics was
also much closer to the attainment of other pupils in the school.
- Most parents who returned the online questionnaire believe that their children are making good
progress at the school.
|The quality of teaching||is good|
- Strong relationships, based on mutual respect between pupils and the adults who work with
them, challenging questions to encourage pupils to think, opportunities for paired and group
work and the reinforcement of pupils’ literacy skills across all subjects are the hallmarks of
teaching across the school.
- Indeed, the quality of teaching has improved since the previous inspection and is now good,
with examples of outstanding classroom practice. Moreover, in all lessons observed during the
inspection, teaching assistants provided impressive support to those pupils experiencing difficulty
and these youngsters often made important contributions to whole-class learning as a result.
- In both Foundation 1 and 2, there is a good balance between adult-led and child-initiated
activities. Classrooms and the outdoor area are adorned with a wide range of children’s work
and resources to engage them and to motivate them to want to learn. As a result, children are
happy, share and get on well with each other and enjoy finding things out for themselves.
- In Key Stage 1, pupils generally remain on task even when not closely supervised. In Year 1, for
example, they are fascinated by the ‘five senses’ topic and squeal with excitement when they
place their hands in the sealed boxes to touch a range of objects of different materials and
- Similarly in Key Stage 2, pupils are keen to learn and in Year 3, discuss animatedly what life
must have been like aboard a Viking long ship. In Year 4, they enjoy working together to
produce a radio broadcast based on themes from the Second World War.
- This enjoyment in learning continues in Years 5 and 6, where pupils understand and use quite
complex vocabulary, for example, ‘synonyms’, ‘phenomenally’, ‘inspirational’ and ‘creatively’
when they discuss the origins of food donated for harvest festival and when they write
introductions to their biographical assignments.
- In the best lessons, a Year 5 literacy lesson for example in which teaching was judged
outstanding, pupils explain the meaning of ‘causal connectives’ and use them naturally and
accurately to write an explanation text. In lessons such as these, pupils’ engagement in learning
is total and they rise to the challenging of increasing difficult questions from the teacher, in
which the word ‘why?’ abounds.
- On occasions, there is too much teacher talk in the classroom and pupils are therefore not
enabled to be more independent in their learning. Although work is often matched effectively to
what pupils need, this matching is sometimes not sharp enough to enable them to make
- Marking is regular and contains accurate comments on the progress pupils are making. However,
pupils are not always given enough opportunities to assess how well they and their classmates
are doing, to give them an even greater awareness of how they can improve.
|The behaviour and safety of pupils||are good|
- The vast majority of parents who responded to Parent View are of the opinion that their children
are happy and safe and that they are taught and cared for well. Pupils agree and comment, ‘Our
school is awesome. The grown-ups are kind and they look after us really well. We are safe here.’
Pupils also speak highly of the eco work they do and members of the ‘Green Team’ are delighted
to show visitors the science garden.
- Pupils behave well and sometimes outstandingly well in lessons and around the school site. They
are very proud of taking on responsible roles such as school councillors, peer mediators and
playground leaders. They also speak positively of the ‘Acorn Room,’ in which staff help pupils to
control their emotions. They comment that bullying is not an issue and that it is dealt with
effectively by staff on the rare occasions when it occurs. They have a good understanding of the
many different forms bullying can take and are also aware of the dangers of cyber-bullying and
of how to use the internet safely.
- The school promotes pupils’ spiritual, moral, social and cultural development well. There is a
wide range of extra-curricular activities, including sport and educational visits. Pupils in Key
Stage 1 enjoy the ‘singing assemblies’ and the brass band music is a joy to hear. The few pupils
from minority ethnic groups are integrated well and the corridor walls have colourful displays in
relation to religions and cultures which are different to those of most pupils in the school.
- The school does much to celebrate the personal and academic successes of all of its pupils and
to raise their self-esteem. The celebration assemblies are a highlight of the week and pupils,
including their families, are delighted when they receive certificates and ‘golden leaves’ to
commemorate their attainment, their progress, their attitudes to learning and their support for
each other. There is no doubt that pupils at Brunswick Community Primary School feel both
valuable to and valued by the whole school community.
- Attendance continues to improve and is now broadly average. Pupils are invariably punctual to
|The leadership and management||are good|
- Staff at all levels of experience and responsibility have a high regard for the committed and
talented headteacher and senior leadership team which, they say, ‘Ensures a clear vision and
sense of direction, leads by example and promotes teamwork at all levels. Because of this, we
are a happy and motivated school.’
- Indeed, the leadership has an accurate view of school performance and of how it can continue
to improve. Since the previous inspection, the improvement of teaching and learning has been
the major priority and pupils’ progress and attainment have accelerated as a result. Leaders
recognise, however, that the journey is not and may never be over: they know, for example,
that there is not yet enough outstanding teaching, that pupils can be enabled to be more
independent in their learning and that subject leaders could have a sharper view of just how well
their pupils are progressing.
- Performance appraisal arrangements are secure and teachers believe they are fair yet rigorous
and that they focus strongly on pupils’ achievement.
- The topic-based curriculum meets pupils’ needs, interests and aspirations well. It places
considerable emphasis on enabling pupils to see the many links between different aspects of
their ‘learning journey’ and ensures that they are able to acquire subject specific skills, including
literacy and numeracy, appropriately.
- The Primary School Sports funding is used effectively to fund the employment of coaches in a
variety of activities such as gymnastics and dancing as part of the school’s work with the FORGE
School Sports Partnership, led by a local specialist sports college. Pupils’ participation in games
and sports is increasing and involvement in competitive sports is a strength. The school is
placing emphasis on sustaining the impact of the national funding by providing skills training for
staff and also by encouraging its pupils to follow sports leadership programmes.
- Child protection policies and practice are fully in place and meet current requirements. In
addition, the school rejects discrimination in all its forms.
- The local authority continues to support the school well, particularly in relation to advice on
action planning, support to help the school gauge accurately how well it is doing and in the
provision of detailed data on pupils’ attainment and progress.
- The governance of the school:
Governors not only support the school well, they hold the leadership to account with rigour,
through the regular full governing body meetings and also through the recently reorganised
sub-committee structure; these now incorporate Learning and Teaching; Staffing and Finance;
and Community and Facilities. As a result, members of the governing body are well informed
about all aspects of the school’s performance.
Governors analyse data in relation to pupils’ achievement in both their personal and academic
development and also visit lessons to become more aware of the quality of teaching
throughout the school. They oversee the spending of pupil premium funding and monitor
closely the impact of this spending on the progress and attainment of pupils known to be
eligible for free school meals. In addition, they are fully aware of performance appraisal
arrangements and ensure that staff only receive financial reward if they meet their classroom
targets in relation to pupils’ progress.
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||107069|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||440|
|Appropriate authority||The governing body|
|Chair||Councillor Ray Satur MBE|
|Date of previous school inspection||23 February 2012|
|Telephone number||0114 2695315|
|Fax number||0114 2696081|