School etc

Brunswick Community Primary School

Brunswick Community Primary School
Station Road
South Yorkshire

phone: 0114 2695315

headteacher: Mr Neil Frankland

school holidays: via Sheffield council

461 pupils aged 2—10y mixed gender
420 pupils capacity: 110% full

220 boys 48%

≤ 293y184a124b84c75y336y227y318y219y2910y30

240 girls 52%

≤ 253y214a104b84c155y286y367y298y339y2910y27

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 %

rooms to rent in Sheffield

Schools nearby

  1. 0.4 miles Shirebrook Primary School S137PG
  2. 0.8 miles Handsworth Grange Community Sports College S139HJ (998 pupils)
  3. 0.8 miles Handsworth Grange Community Sports College Academy S139HJ (998 pupils)
  4. 1 mile Woodhouse West Primary School S137BP (322 pupils)
  5. 1 mile Ballifield Primary School S139HH (497 pupils)
  6. 1 mile Rainbow Forge Junior School S124BQ
  7. 1 mile Rainbow Forge Infant and Nursery School S124BQ
  8. 1.1 mile Aston Fence Junior and Infant School S139ZD (212 pupils)
  9. 1.1 mile Rainbow Forge Primary School S124LQ (247 pupils)
  10. 1.1 mile Becton School S201NZ (58 pupils)
  11. 1.2 mile Carter Lodge School S124LQ
  12. 1.3 mile Reignhead Primary School S201FD (287 pupils)
  13. 1.3 mile The City School S138SS
  14. 1.3 mile St John Fisher Catholic Primary School S124HJ
  15. 1.3 mile St Joseph's Catholic Primary School S139AT
  16. 1.3 mile Hackenthorpe Village Infant School S124LR
  17. 1.3 mile St Joseph's Catholic Primary School S139AT (254 pupils)
  18. 1.3 mile St John Fisher Catholic Primary School, A Voluntary Academy S124HJ (213 pupils)
  19. 1.3 mile Outwood Academy City S138SS (952 pupils)
  20. 1.4 mile Birley Spa Community Primary School S124QE (499 pupils)
  21. 1.4 mile Handsworth First School S139AW
  22. 1.5 mile Beighton Nursery and Infant School S201EG (339 pupils)
  23. 1.6 mile Swallownest Primary School S264UR (210 pupils)
  24. 1.6 mile Brook House Junior School S201EG (330 pupils)

List of schools in Sheffield

School report

Brunswick Community

Primary School

Station Road, Woodhouse, Sheffield, South Yorkshire, S13 7RB

Inspection dates 15–16 October 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
‘Green Team.’
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.

Inspection team

James Kidd, Lead inspector Additional Inspector
Stephen Helm Additional Inspector
Michelle Murray Additional Inspector

Full report

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
    usually found.
  • 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
    since 2010.
  • 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.

Inspection judgements

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
    previous inspection.
  • 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
    Stage 2.
  • 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
    outstanding progress.
  • 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 Judgement Description
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.

School details

Unique reference number 107069
Local authority Sheffield
Inspection number 425748

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

Type of school Primary
School category Community
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
Headteacher Neil Frankland
Date of previous school inspection 23 February 2012
Telephone number 0114 2695315
Fax number 0114 2696081
Email address reveal email: enqu…


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