Brentnall Primary School, located in Higher Broughton, Salford, has undergone a significant decline in educational quality since its previous inspection in 2017, which rated it as good. The recent inspection in September 2022 revealed that the school is now rated inadequate in several key areas, including overall effectiveness, quality of education, behavior and attitudes, leadership and management, and early years provision. The report highlights that leaders and governors have failed to provide the necessary support and direction for pupils, particularly those with special educational needs and disabilities (SEND). The curriculum is described as inadequate, narrow, and unambitious, failing to meet the needs of all pupils.
Pupils with SEND do not achieve well due to low academic expectations from leaders and insufficient training for staff to adapt the curriculum effectively. Although there have been some improvements in behavior expectations, younger pupils struggle to concentrate in noisy environments, which disrupts their learning. Despite these challenges, pupils feel safe at school and report that bullying is taken seriously and addressed promptly. The school offers various sports clubs, contributing positively to pupils' physical and emotional well-being, but opportunities for character development and regular attendance remain limited.
The inspection noted that the interim executive headteacher has begun to identify strengths and areas for improvement, but it is too early to assess the impact of these changes on pupil achievement. The curriculum for pupils with SEND lacks ambition and does not facilitate knowledge retention over time. Many pupils, particularly those who are disadvantaged, experience frequent absences, which further hinders their learning and preparedness for future education stages.
In terms of curriculum design, leaders are unclear about essential knowledge and the sequence in which it should be taught. This has resulted in a disorganized learning experience for pupils, leading to gaps in their knowledge across various subjects. While some subjects have benefited from trained leaders who have developed coherent curriculums, many others remain poorly structured. The reading curriculum is particularly weak, with staff lacking adequate training to teach early reading effectively. Consequently, pupils do not build on their reading skills, leading to significant gaps in their knowledge.
The early years provision is also identified as weak, particularly in developing children's communication and language skills. Staff miss opportunities to introduce new vocabulary during activities, leaving children unprepared for their next educational stage. Behavior varies across the school, with older pupils generally displaying positive attitudes, while younger pupils struggle to adapt to learning routines.
Governance has been ineffective, with governors failing to challenge leaders adequately or understand the extent of the school's weaknesses. They must improve their oversight to hold leaders accountable for the quality of education. The report emphasizes the urgent need for leaders to prioritize the teaching of early reading, ensure staff are well-trained, and organize the broader reading curriculum effectively. Additionally, subject leaders require training to design and implement effective curriculums, ensuring that pupils receive a coherent and organized learning experience.
Overall, Brentnall Primary School is in a critical situation, requiring immediate and sustained action to address its inadequacies and improve the educational outcomes for all pupils.
