School etc

Carrant Brook Junior School

Carrant Brook Junior School
Hardwick Bank Road

phone: 01684 297065

headteacher: Mrs M Budd Ggsm Alcm Cert

reveal email: adm…


school holidays: via Gloucestershire council

140 pupils aged 7—10y mixed gender
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

rooms to rent in Tewkesbury

Schools nearby

  1. 0.3 miles Northway Infant School GL208PT (147 pupils)
  2. 0.8 miles Ashchurch Primary School GL208LA (125 pupils)
  3. 1 mile Alderman Knight School GL208JJ (116 pupils)
  4. 1.1 mile Tewkesbury School GL208DF
  5. 1.1 mile Tewkesbury School GL208DF (1512 pupils)
  6. 1.2 mile Tirlebrook Primary School GL208EW (200 pupils)
  7. 1.4 mile Mitton Manor Primary School GL208AR
  8. 1.4 mile Mitton Manor Primary School GL208AR (208 pupils)
  9. 1.7 mile The Bredon Hancock's Endowed First School GL207LA (165 pupils)
  10. 1.8 mile Tewkesbury Church of England Primary School GL205RQ (411 pupils)
  11. 2.1 miles Twyning School GL206DF (115 pupils)
  12. 2.2 miles Abbey School GL205PD
  13. 2.3 miles The John Moore Primary School GL207SP (210 pupils)
  14. 2.4 miles Queen Margaret Primary School and Children's Centre GL205HU (139 pupils)
  15. 2.5 miles Abbey View GL205SW (25 pupils)
  16. 2.8 miles Overbury CofE First School GL207NT (60 pupils)
  17. 3 miles Cambian Southwick Park School GL207DG (10 pupils)
  18. 3.5 miles Tredington Community Primary School GL207BU (71 pupils)
  19. 3.9 miles Bredon School GL206AH (237 pupils)
  20. 4.1 miles Gotherington Primary School GL529QT
  21. 4.1 miles Gotherington Primary School GL529QT (210 pupils)
  22. 4.4 miles Eckington CofE First School WR103AU (99 pupils)
  23. 4.8 miles Bishops Cleeve Primary School GL528NN
  24. 4.8 miles Bishops Cleeve Primary School GL528NN (515 pupils)

List of schools in Tewkesbury

School report

Carrant Brook Junior School

Hardwick Bank Road, Northway, Tewkesbury, GL20 8RP

Inspection dates 12–13 November 2014
Overall effectiveness This inspection: Good 2
Previous 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.

Inspection team

Sean Thornton, Lead inspector Additional Inspector
Colin Lee Additional Inspector

Full report

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.

Inspection judgements

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
    their fitness.
  • 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,
    advice given.
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 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
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 115750
Local authority Gloucestershire
Inspection number 444339

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

Type of school Junior
School category Foundation
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 152
Appropriate authority The governing body
Chair Allison Booth
Headteacher Maria Budd
Date of previous school inspection 25–26 November 2009
Telephone number 01684 297065
Fax number 01684 292439
Email address reveal email: Adm…

print / save trees, print less