East Brent Church of England First School
phone: 01278 760490
headteacher: Ms Nicola Hare
90 pupils capacity: 82% full
40 boys 54%
35 girls 47%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 334466, Northing: 151938
- GPS coordinates
- Latitude: 51.263, Longitude: -2.9406
- Accepting pupils
- 5—9 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 5, 2013
- Diocese of Bath and Wells
- Region › Const. › Ward
- South West › Wells › Knoll
- Village - less sparse
- Free school meals %
- 0.1 miles Rossholme School TA94JA
- 1.1 mile Brent Knoll Church of England Primary School TA94EQ (125 pupils)
- 1.6 mile Lympsham Church of England Voluntary Controlled First School BS240EW (109 pupils)
- 2.5 miles Burnham-on-Sea Infants' School TA81JD (231 pupils)
- 2.6 miles Southleigh Kindergarten TA82BY
- 2.7 miles St Christopher's School TA82NY
- 2.8 miles Berrow Church of England Primary School TA82LJ (211 pupils)
- 2.9 miles St Andrew's Church of England Voluntary Controlled Junior School TA81ER (319 pupils)
- 2.9 miles Mark Church of England VC First School TA94QA (132 pupils)
- 3 miles St Joseph's Catholic Primary School and Nursery TA81LG (276 pupils)
- 3 miles Isleport School TA94QX
- 3.1 miles Beechfield Infant School TA93JF
- 3.1 miles St John's Church of England Junior School TA93JF
- 3.1 miles The King Alfred School TA93EE (1314 pupils)
- 3.1 miles Churchfield CofE VC Primary School TA93JF
- 3.1 miles Churchfield Church School TA93JF (429 pupils)
- 3.5 miles Mark College TA94NP (73 pupils)
- 3.7 miles Keys Education TA94RL
- 4 miles East Huntspill School TA93PT (48 pupils)
- 4 miles Weare Church of England First School BS262JS
- 4 miles Weare Academy First School BS262JS (137 pupils)
- 4.1 miles West Huntspill Community Primary School TA93QE (68 pupils)
- 4.2 miles Oldmixon Primary School BS249DA (236 pupils)
- 4.3 miles Hutton Church of England Primary School BS249SN (206 pupils)
East Brent Church of England First
Church Road, East Brent, Highbridge, TA9 4HZ
|Inspection dates||5–6 December 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, including children in the Early Years |
Pupils behave well and the large majority
High-quality support is provided for pupils
The school makes good use of the pupil
Foundation Stage, achieve well and make
good progress. They attain standards that are
above those expected when they leave the
school at age nine.
have positive attitudes to learning. They say
that they feel very safe in school and
understand how to keep themselves safe.
with special educational needs and
particularly for those with very complex
needs and disabilities.
premium to support eligible pupils and their
attainment matches that of other pupils in the
| Leadership and management are much |
The good quality school development plan
New leaders and managers are providing
The school makes very strong provision for
improved. The acting headteacher has a very
clear vision shared by the whole team. She is
working closely with the governing body to
drive forward school improvement.
shows that the school has an accurate view of
its strengths and weaknesses.
strong support for the improvements taking
place across the school and the quality of
teaching has improved significantly over the
last 18 months.
pupils’ spiritual, moral, social and cultural
development within a broad curriculum.
| Although much improved, the quality of |
teaching is still not outstanding enough to
make sure that pupils receive challenging
tasks so that progress in reading in Years 1
and 2 or in writing in Years 3 and 4 is as
good as in other subjects.
| Although pupils’ work is marked frequently, |
pupils are not involved enough in checking
their own progress against their targets.
Information about this inspection
- The inspector observed 11 lessons or parts of lessons taught by three teachers. Some of these
were observed jointly with the acting headteacher.
- Meetings were held with the acting headteacher, members of the teaching staff and
representatives of the governing body. A telephone conversation was held with a representative
of the local authority. Members of the support staff and lunchtime staff were also spoken to.
Meetings were held with a group of pupils and pupils were spoken to at break and lunchtimes.
- The inspector observed the work of the school and analysed pupils’ work alongside members of
staff, including the acting headteacher and head of school.
- The inspector analysed school data, examined the school’s own evaluation of its effectiveness
and the school development plan, and looked at reports from external consultants. He also
reviewed other school policies such as those relating to safeguarding.
- A large group of parents and carers were spoken to at the start of the school day and the
responses of the 35 parents and carers to the online survey, Parent View, were analysed. The
responses to the nine questionnaires received from members of staff were also noted.
|Stephen Lake, Lead inspector||Additional Inspector|
Information about this school
- This school is much smaller than most schools and serves mainly the local village although
amost a third of pupils come from nearby towns.
- Almost all pupils are White British.
- Around one sixth of pupils are known to be eligible for the pupil premium (extra money given to
the school by the government, linked mainly to the pupils known to be eligible for free school
meals). This proportion is well below average.
- The proportion of disabled pupils and those with special educational needs supported through
school action is broadly average. The proportion supported at school action plus or with a
statement of special educational needs is also broadly average. The main difficulties are speech,
language and communication needs with a few pupils who have very complex needs including
some physical disabilities.
- The school currently has an acting headteacher who also teaches for two days a week. All other
teachers are new to the school since September 2012.
What does the school need to do to improve further?
- Improve the quality of teaching and raise achievement in reading in Years 1 and 2 and in writing
in Years 3 and 4 to match that in mathematics by:
completing the review of how the teaching of phonics (the sounds that letters make) is
organised in order that all pupils learn more effectively
making sure pupils are more involved in the marking of their work and checking their progress
against the targets set for them
building upon the good practice found in some parts of the school to improve the quality of
writing so that information on what pupils already know and can do is used to provide tasks
that challenge all pupils to achieve their best
making sure that teachers give enough emphasis, when marking, to the quality and
consistency of handwriting.
|The achievement of pupils||is good|
- Attainment on entry to the school varies from year to year due to the small cohorts but it is
usually typical for that age. In the last few years the progress made by children has improved
and this improvement is being sustained so that they achieve well and start Year 1 well prepared
- Attainment is above average in the national assessments by the end of Year 2 but attainment
in writing is further above the national average than attainment in reading. The acting
headteacher noted that in the past assessment of pupils’ attainment and progress had not
always been reliable and so a robust system of confirming assessments alongside teachers from
other schools, and internally, has been introduced. This is making sure that assessments are
now rigorous and accurate.
- These regular assessments show that pupils are making good progress and the teaching of
phonics is now stronger. The school has already identified that some changes to the organisation
of phonics groups are necessary in order to improve the quality of learning and raise attainment
in reading in Years 1 and 2 to match the attainment in mathematics.
- Pupils build well upon their prior attainment and make good progress in Years 3 and 4 so that
their attainment is above that expected when they leave the school at age nine. Nevertheless,
there are some gaps in their learning from earlier years and despite the improved teaching,
attainment in writing remains lower than that in reading and mathematics.
- In the most recent check on phonic skills, fewer Year 1 pupils than average reached the required
standard. Many of those who did not reach the standard had started the school with low-level
communication skills. In the national assessments at the end of Year 2, pupils reading is broadly
average but strong measures are taken to improve this in Years 3 and 4 and by the time pupils
leave the school at age nine their reading skills are above those normally found.
- Those pupils supported by the pupil premium receive good quality targeted support to enable
them to make accelerated progress. As a result their attainment is now the same in English and
mathematics as that of other pupils in the school.
- Disabled pupils and those who have special educational needs are supported very well by
knowledgeable and effective teaching assistants. This enables those who are capable to be fully
included in lessons. Those pupils with very complex needs and disabilities make outstanding
progress against the targets set for them although their attainment is significantly below that of
|The quality of teaching||is good|
- The almost complete change of teaching staff has strengthened the teaching considerably with
teaching now much more consistently good and with some that is outstanding.
- Teachers work very hard to make lessons stimulating so that pupils want to learn. Pupils are
engaged and motivated by the way that teachers present and teach the well-planned curriculum.
For example in a science lesson, pupils made outstanding progress as they designed a model of
a ‘doggy doorbell’ that would alert an owner when the dog wanted to come in.
- The school has identified gaps in pupils’ prior learning that are limiting the quality of writing. For
example too few use powerful verbs or adjectives in their writing and too few of the more able
use enough complex writing techniques such as alliteration or drop-in clauses to enhance their
writing. This is being addressed through short daily sessions that concentrate on specific areas.
- In a Years 3 and 4 lesson the progress pupils made in improving writing was evident for all. For
example, when asked to improve a sentence containing the phrase ‘the girl cried’, a pupil
thought about the verb and changed it to ‘whined’. Nevertheless this emphasis is not consistent
across the school.
- Although targeted activities are improving the quality of writing rapidly, less time is being taken
to improve the handwriting and too many pupils are still not writing in a well-formed joined
cursive style by the end of Year 4.
- In a few lessons information on what pupils already know is not used well enough to provide
tasks that meet the needs of all pupils. For some the work is too hard and for some too easy
and this negatively affects learning.
- Pupils’ spiritual, moral, social and cultural development is enhanced by the way in which the
broad curriculum is taught. For example, pupils’ empathy for others was developed well in a
lesson for Reception and Year 1 where a good discussion took place on how the father in the
story ‘Peace at Last’ felt when he was unable to find anywhere quiet enough to sleep.
- Teachers mark pupils’ work frequently and regularly. They note the next steps in pupils’ learning
and most pupils follow these up to correct their work. Assessment information is used well to set
targets for pupils’ achievement but these are not set down in such a way that pupils can check
their own work against the targets to see if they have met them.
- Teaching assistants give particularly effective support to disabled pupils and those who have
special educational needs to keep them included in lessons. They work in close partnership with
teachers and offer support to groups of all abilities and help manage behaviour. This has
contributed greatly to the improvements in behaviour that have taken place over the last year or
- A minority of those parents and carers who responded to Parent View did not agree that they
received valuable information on their child’s progress. Inspection evidence shows that reports
issued by the school are comprehensive and detailed but judgements about pupils’ achievement
and progress are not always completely clear. The acting headteacher agrees and is already
reviewing the format of the reports written by teachers.
|The behaviour and safety of pupils||are good|
- The large majority of pupils behave very well. Behaviour in and around the school at playtime
and lunchtimes and before and after school is consistently good. All groups spoken to, especially
the pupils, agreed that behaviour has improved considerably over the last 18 months.
- The revised procedures for promoting good behaviour are understood by pupils. The number of
minor behaviour incidents noted in the log has reduced considerably and disruption to the
learning of others by a few pupils is now much less frequent. Nevertheless for a few pupils their
own learning is slowed by their lower level of concentration and their weaker learning skills. This
is what is stopping behaviour from being outstanding.
- Pupils understand how to keep themselves safe and know about avoiding cyber bullying and
unsafe sites on the internet. They have a good understanding of the different types of bullying
including discrimination and prejudice-based bullying.
- Attendance is average. A robust approach to not authorising holidays in term time which has
been introduced this year is already starting to reduce the percentage of pupils whose
attendance causes concern.
- Almost all those parents and carers who responded to Parent View and those spoken to agreed
that behaviour is good. Some of those who help in school spoke of the exemplary behaviour
seen when pupils go out of school on visits.
|The leadership and management||are good|
- The acting headteacher and the governing body are ambitious for the school and along with all
the staff share a strong desire and vision to make the school the best it can be. This has been a
key factor in the recruitment of strong staff who share that same ambition and work as an
effective and cohesive team.
- Governors recognised that progress was not good enough some 18 months to two years ago
and sought support from the local authority. For a 12-month period intensive support from a
local leader in education was provided but this has now reduced to a light touch because the
acting headteacher and the new teachers have made considerable improvements. All leaders
and managers recognise that it is too early to see the full impact of their work but the new
teachers have taken on the management and leadership of subjects well which is contributing to
the continuing improvement.
- Good quality training for all staff is linked closely to the targets set for teachers that are used to
determine progression along the salary scale. The links with the school providing the continuing
light-touch support offer further opportunities for staff to share best practice.
- The procedures for checking on the progress of individual pupils have been strengthened and
improved. Good quality information enables early identification of those pupils who may need
additional support. Senior staff monitor the progress of all pupils frequently in order to be sure
that they are receiving equal access to the curriculum and to prevent discrimination.
- The school has an accurate view of its strengths and weaknesses and uses this information well
in a good quality school development plan. The areas for development are clearly identified and
shared with all staff and governors so that they can contribute to achieving the targets set. This
has contributed to the many improvements that have taken place. The school clearly has the
capacity to improve further.
- The broad and rich curriculum makes strong provision for pupils’ spiritual, moral, social and
cultural development. This is seen in the school’s good record in winning singing and dancing
competitions over a wide area. After-school sports clubs have recently been extended using the
grant for primary school sports. In addition teachers are receiving additional training and
professional development in order to sustain the impact after the grant ceases.
- Procedures for child protection meet requirements. Training in safeguarding and child protection
is up to date for staff and governors and the school takes all reasonable steps to keep pupils
- The governance of the school:
The governing body gives clear direction to the work of the school. Governors visit the school
regularly and question how well pupils are learning and why. In this way they gain an
understanding of the quality of teaching.
They have taken a measured view and received good advice in dealing with the appointment
of a permanent headteacher. Parents and carers spoken to indicate that the large minority
who indicated in Parent View that they did not agree that the school was well led and
managed are concerned because they do not know when a permanent headteacher will be
appointed. Governors are already aware of this and are reviewing their systems for
communication with parents and carers but are also aware that some matters cannot be
shared fully until the process is complete. They have recently appointed an external consultant
to provide additional reports on the quality of teaching and assist them in the process of
appointing a permanent headteacher.
Governors undertake suitable training to improve their skills. They analyse data on school
performance well and understand how this information is used to reward teachers for good
performance or indicate where additional training may be required. They know how the school
is setting targets for teachers to improve their practice. Governors manage the budget well
and check on the impact of specific funding such as the pupil premium or the new primary
school sports 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 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||123809|
|Type of school||First|
|School category||Voluntary controlled|
|Age range of pupils||4–9|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||75|
|Appropriate authority||The governing body|
|Date of previous school inspection||17–18 January 2012|
|Telephone number||01278 760490|
|Fax number||01278 760168|