Carrant Brook Junior School
phone: 01684 297065
headteacher: Mrs M Budd Ggsm Alcm Cert
240 pupils capacity: 57% full
65 boys 46%
75 girls 54%
Last updated: Sept. 15, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 392315, Northing: 234339
- GPS coordinates
- Latitude: 52.007, Longitude: -2.1134
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 25, 2009
- Region › Const. › Ward
- South West › Tewkesbury › Northway
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Trust school
- Is supported by a Trust
- 0.3 miles Northway Infant School GL208PT (147 pupils)
- 0.8 miles Ashchurch Primary School GL208LA (125 pupils)
- 1 mile Alderman Knight School GL208JJ (116 pupils)
- 1.1 mile Tewkesbury School GL208DF
- 1.1 mile Tewkesbury School GL208DF (1512 pupils)
- 1.2 mile Tirlebrook Primary School GL208EW (200 pupils)
- 1.4 mile Mitton Manor Primary School GL208AR
- 1.4 mile Mitton Manor Primary School GL208AR (208 pupils)
- 1.7 mile The Bredon Hancock's Endowed First School GL207LA (165 pupils)
- 1.8 mile Tewkesbury Church of England Primary School GL205RQ (411 pupils)
- 2.1 miles Twyning School GL206DF (115 pupils)
- 2.2 miles Abbey School GL205PD
- 2.3 miles The John Moore Primary School GL207SP (210 pupils)
- 2.4 miles Queen Margaret Primary School and Children's Centre GL205HU (139 pupils)
- 2.5 miles Abbey View GL205SW (25 pupils)
- 2.8 miles Overbury CofE First School GL207NT (60 pupils)
- 3 miles Cambian Southwick Park School GL207DG (10 pupils)
- 3.5 miles Tredington Community Primary School GL207BU (71 pupils)
- 3.9 miles Bredon School GL206AH (237 pupils)
- 4.1 miles Gotherington Primary School GL529QT
- 4.1 miles Gotherington Primary School GL529QT (210 pupils)
- 4.4 miles Eckington CofE First School WR103AU (99 pupils)
- 4.8 miles Bishops Cleeve Primary School GL528NN
- 4.8 miles Bishops Cleeve Primary School GL528NN (515 pupils)
Carrant Brook Junior School
Hardwick Bank Road, Northway, Tewkesbury, GL20 8RP
|Inspection dates||12–13 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher, well supported by other leaders |
The governing body has a detailed understanding
Cooperation between the school and its principal
The behaviour of pupils is good in and around the
and by governors, has improved pupils’
achievement and the quality of teaching. Leaders
are taking effective action to bring about further
of the strengths and weaknesses of the school
and governors are playing an active part in its
partner infant school has been strengthened so
that pupils settle quickly when they join the school
in Year 3.
school. They are proud of their school and show
respect to staff and to each other.
| Pupils feel safe and know how to keep themselves |
Pupils reach very high standards in reading, writing
Teaching is good because teachers have high
There is very effective support for disadvantaged
The promotion of pupils’ spiritual, moral, social and
safe in different situations.
and mathematics by the end of Year 6. They make
good progress in different subjects across the
school and outstanding progress in mathematics.
expectations of what pupils can do. They make
lessons interesting so that pupils enjoy their
learning and want to do well.
pupils and those who need help to catch up in their
cultural development is a strength of the school.
| Teaching is not yet outstanding and so does not |
Occasionally work is too easy or too difficult for
enable all pupils to make the best possible
progress in all subjects.
pupils, which means they do not then learn as
much as they could. In particular, the most-able
pupils do not reach the highest possible standards
in their writing.
| Teachers’ marking and feedback do not always |
A small proportion of parents do not have full
enable pupils to know what they need to do to
improve their work or how to do so. This gives rise
to a variation in pupils’ progress in different classes.
confidence in the school’s leadership and
management and are not satisfied with the
information they receive from the school.
Information about this inspection
- Inspectors observed parts of nine lessons, two of which were observed jointly with the deputy
headteacher. They made several shorter visits to classes and visited two assemblies.
- Inspectors looked at pupils’ work in lessons and carried out a detailed scrutiny of their written work. They
listened to pupils read and discussed their reading with them.
- Inspectors held meetings with two groups of pupils to hear their views on learning and behaviour in the
school. They also spoke informally with pupils at breaks and lunchtimes.
- Meetings were held with the headteacher, the deputy headteacher, other staff with leadership
responsibilities, two members of the governing body and a representative of the local authority.
- Inspectors examined a variety of school documents. These included records of current pupils’ progress,
self-evaluation and improvement plans, behaviour and attendance logs. Inspectors also examined minutes
of meetings of the governing body and records relating to safeguarding and the management of staff
- Inspectors took account of questionnaires completed by 15 members of staff, 24 responses to the online
questionnaire Parent View, the school’s own recent parental survey and two letters from parents. They
also spoke informally with parents before and after the school day.
|Sean Thornton, Lead inspector||Additional Inspector|
|Colin Lee||Additional Inspector|
Information about this school
- Carrant Brook Junior School is smaller than the average-sized primary school.
- Most pupils are from White British backgrounds and the proportion of pupils who speak English as an
additional language is well below average.
- The proportion of disadvantaged pupils, about one in four pupils, is average. These pupils are supported
by the pupil premium which is additional funding provided for pupils who are known to be eligible for free
school meals and those who are looked after.
- The proportion of disabled pupils and those with special educational needs is almost one pupil in five. This
is slightly above the national average.
- The proportion of pupils who join the school with above-average attainment is higher than the national
figure for similar schools.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Improve the quality of teaching from good to outstanding so that all pupils make rapid progress in all their
classes by ensuring that:
marking, feedback and questioning have a consistently strong impact on learning across the school,
the most-able pupils reach the highest-possible standards in their writing.
- Ensure that the school’s senior leaders and governors work together to improve communication with
parents so that they can be fully informed about the school’s performance and any new developments.
|The leadership and management||are good|
- The headteacher, deputy headteacher and governors are all ambitious for the school, and are committed
to ensuring that all pupils do as well as possible. They are continually seeking ways to improve what the
school does. School leaders also ensure that pupils’ behaviour is good by making sure that the school’s
systems for managing behaviour are followed consistently by staff.
- Leaders’ assessments of the school’s strengths and weaknesses are rigorous and accurate. This
contributes to a thorough school improvement plan and detailed plans for raising achievement.
- The management of teaching and learning is good. Frequent checks are made on the quality of teaching
and this leads to a wide range of training being provided for both teachers and teaching assistants.
- Staff who have responsibility for particular areas of the school’s work make a strong contribution to raising
standards. They carry out regular checks on the quality of teaching and pupils’ learning, for example
through watching lessons and looking at pupils’ books. They also support other teachers when this is
- The school’s system for setting targets for teachers is well organised, rigorous and related fully to
teachers’ effectiveness in the classroom. Evidence shows that the system is leading to improvements in
teaching and achievement.
- The school provides a broad and balanced curriculum, giving pupils a wide range of interesting topics and
experiences. There are varied opportunities for pupils to develop their writing, reading and mathematics
skills through topic work. Pupils extend their learning through subjects such as science and French, and
develop their creativity through music, drama and art. The school has planned well for the introduction of
the new primary curriculum and for how pupils’ standards will be assessed. Pupils have many
opportunities to take part in a variety of activities outside the normal school day, including a wide range of
- The school provides well for pupils’ spiritual, moral, social and cultural development. They have many
opportunities to reflect on their experiences and values. Pupils respect the views of others and are keenly
aware of what constitutes right and wrong. Well-planned assemblies contribute to their personal
- The school makes good use of the additional funding to support disadvantaged pupils. Additional teaching
assistants have been employed so that good quality one-to-one and small group teaching can take place,
delivered either by trained teaching assistants or class teachers. Extra learning resources, including those
intended to develop pupils’ reading skills, have also been provided.
- The extra primary school sports funding is being used well. A professional coach leads pupils’ sports
sessions and several staff have received training to improve their skills in teaching physical education. The
variety of sports clubs has increased and more pupils are taking part in sporting activities that improve
- All requirements for safeguarding pupils are fully met.
- The governors and headteacher ensure that the school rejects all forms of discrimination, fosters good
relationships and promotes equality of opportunity. The emphasis on mutual respect and tolerance
prepares pupils for life in modern Britain.
- The school’s website and frequent newsletters provide parents with a wide range of information, including
about the impact of the additional sports funding. Despite this, a minority of parents feel that
communications with the school could be improved and do not have confidence in its leaders.
- During the last three years the local authority has provided an exceptionally high level of support for the
school. This has included suggesting strategies to improve teaching and achievement and checking the
accuracy of the school’s own assessments of pupils’ performance. The local authority also provides
effective advice and support on safeguarding issues.
- The governance of the school:
Governors have a good understanding of the school. They meet with key staff and contribute to
improvement planning. Governors are well informed about how well pupils are doing, through reports
from the headteacher and their own visits to the school. They are receiving training on analysing the
school’s published performance data so that they can continue to hold the school to account. Governors
ask challenging questions as well as providing commitment and support. They take an active interest in
the quality of teaching and make sure that teachers’ pay increases are linked to their performance in
raising achievement. Governors manage the school’s finances well. They ensure that all their statutory
responsibilities are fulfilled and that safeguarding requirements are fully met.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- Pupils respond well to the school’s ‘core values’, such as ‘treat everyone with courtesy, care and respect’.
Pupils are proud of their school and its achievements.
- Pupils say that behaviour is typically good in lessons, around the school and in the dining hall. They
understand and support the school’s behaviour code and its systems of rewards and sanctions.
- In almost all lessons pupils concentrate well, showing positive attitudes and a desire to learn.
Occasionally, when teaching does not engage them sufficiently, they participate less well.
- Pupils are well prepared for their lessons and settle quickly to their work, so that very little learning time is
- Around the school, pupils open doors for others and show courtesy to each other, to staff and to visitors.
They value the many displays of pupils’ work. There is no litter or graffiti of any kind.
- Older pupils welcome opportunities to accept responsibility. They organise the snack and stationery shops,
act as wet-play monitors, organise recycling, and help at the school’s breakfast club. The school council
enables all pupils to express their views on school improvement.
- Pupils’ strong social and moral development enables them to respect others and understand the
consequences of their actions. This contributes to their good behaviour.
- In their responses to the Parent View questionnaire, a small number of parents did not agree that
behaviour was good or was well managed in school. However, no evidence to support this was found
during the inspection.
- The school’s work to keep pupils safe and secure is good.
- Pupils say that they feel safe in all parts of the school and that bullying is rare. There is very little name-
calling of any kind, including that of a racist or homophobic nature. Pupils have confidence that staff will
deal with any problems that arise swiftly.
- The identities of all visitors to the school are checked carefully, including regular visitors such as sports
- The curriculum supports pupils well in learning how to stay safe in different situations, including road
safety. Pupils in all year groups are taught the importance of e-safety and show good understanding of
how to avoid unsafe websites.
- Almost all pupils are in school on time and the importance of good attendance is stressed by the school.
As a result, attendance is improving and is now above average.
|The quality of teaching||is good|
- The school’s assessment records and pupils’ progress in their books show that teaching across the school
over time is typically good because it is leading to good achievement.
- Lessons are well planned and start promptly, building on pupils’ recent learning. Teachers have high
expectations of pupils. For example, they expect pupils to concentrate thoroughly, work hard and behave
well in lessons.
- Pupils’ progress is checked frequently by teachers in order to identify where they may need more support
to develop their knowledge and skills. Pupils themselves are encouraged to reflect on their learning to
identify where they are less confident and would like more help.
- Good relationships between pupils and adults mean that almost all pupils are positive about their learning
and want to do well.
- Activities are usually well planned to meet the needs of pupils of different abilities. Occasionally, however,
the work is too difficult for some pupils and not challenging enough for the most able.
- Teachers ensure pupils learn quickly and use probing questions to check their understanding before
moving on to the next part of the lesson, and are prepared to adapt their plans when needed.
- Where learning is less effective, these strong features are less well developed and some pupils do not
make as much progress as they could.
- Teachers work closely with their principal partner infant school. They share good practice in assessment
and teaching and this helps pupils to make a good start to their learning in Year 3.
- Parents are encouraged to work with their children on regular homework tasks that include reading
together, spellings and topic work.
- The school has a detailed system for marking and feedback. However, teachers’ marking does not always
show pupils how to make their work better, nor do they always have time to respond to, and act on,
|The achievement of pupils||is good|
- Pupils join Year 3 with above-average standards of attainment. They make good progress from their
starting points and achieve well across the school.
- By the end of Year 6 attainment in reading, writing and mathematics was well above average, as indicated
by their performance in national tests, in 2013 and 2014. The school’s records indicate that this pattern of
high attainment is continuing. In the test of English grammar, punctuation and spelling, the school’s
results showed a very large increase in 2014, to well-above-average standards.
- Pupils’ rates of progress are exceptionally high in mathematics and are good in reading and writing.
- Although pupils make at least good progress across Key Stage 2, the progress that they make varies
between classes. In some classes pupils do not make as much progress as in others.
- The school’s checking systems focus on the progress of all groups of pupils towards challenging targets,
and extra support is provided promptly when pupils start to fall behind.
- Reading is promoted strongly across the school. Pupils in Year 6 were able to confidently discuss their
reading and answer detailed questions about it.
- The most-able pupils make good progress in reading and writing, and outstanding progress in
mathematics. They respond well to the more difficult work usually set by their teachers. Well-above-
average proportions of pupils reached the highest Level 6 in mathematics in both 2013 and 2014. Some of
the most-able pupils do not yet make as much progress as they could in writing. The school has identified
this as a priority for further improvement and has already taken steps to address the issue.
- The school frequently checks the progress of disabled pupils and those with special educational needs. As
a result of good support, these pupils are making good progress, equal to that of their peers.
- Disadvantaged pupils make good progress from their below-average starting points. In 2014, the
attainment of disadvantaged Year 6 pupils in reading and writing was about three terms behind their
classmates and two terms behind that of other pupils nationally. In mathematics the attainment of
disadvantaged pupils was two terms behind that of their classmates but one term ahead of other pupils
nationally. The gaps in attainment within the school decreased considerably from 2013 to 2014. The
school’s records indicate that gaps are reducing further down the school. This is because of the school’s
good use in all year groups of the extra funding.
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
|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
|Unique reference number||115750|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||152|
|Appropriate authority||The governing body|
|Date of previous school inspection||25–26 November 2009|
|Telephone number||01684 297065|
|Fax number||01684 292439|