Brant Broughton Church of England and Methodist Primary School, located in Lincolnshire, was inspected from June 5 to June 6, 2019. The overall effectiveness of the school was rated as good, with leadership and management, quality of teaching, learning and assessment, personal development, behavior and welfare, outcomes for pupils, and early years provision all receiving a good rating. The previous inspection had rated the school as outstanding, indicating a decline in some areas since then.
The inspection highlighted that significant staff changes had led to some weaknesses in teaching, but recent improvements have resulted in stronger teaching that is raising standards. Pupils were noted to behave well, showing respect for adults and each other, and staff consistently applied the school’s behavior policy. The curriculum was described as well-balanced, providing opportunities for pupils to make connections across subjects, and pupils expressed enthusiasm for their learning.
Support for pupils with special educational needs and disabilities, as well as disadvantaged pupils, was recognized as effective, with these groups making strong progress. Subject leaders were determined to improve their areas of responsibility, although some were still developing their skills in establishing consistency and monitoring improvements. The report noted that due to previous weaker teaching, some pupils had not made the expected progress, particularly in achieving higher standards.
The school has established a culture of safeguarding, with staff trained to recognize and report concerns. Teachers were praised for their effective demonstration and questioning techniques, which enhanced pupils' learning experiences. In the early years, staff demonstrated a good understanding of children's capabilities and used effective questioning to foster development. Pupils showed a good understanding of British values, and the promotion of their spiritual, moral, social, and cultural development was noted as a strength.
However, the report identified areas for improvement, including the need for higher expectations in mathematics and a more coordinated approach to teaching phonics, writing, and mathematics. There were instances where teachers did not address common mistakes, and expectations for presentation and handwriting were not consistently high.
To improve further, the school was advised to enhance outcomes for pupils by ensuring teachers have high expectations, particularly in mathematics, and to develop the skills of middle leaders to drive improvement. The quality of teaching, learning, and assessment needed to be improved by establishing a consistent approach to teaching mathematics and English, ensuring systematic phonics instruction, and addressing common mistakes.
The personal development, behavior, and welfare of pupils could be enhanced by reducing persistent absence and developing resilience and perseverance in tackling challenging tasks. The quality of teaching and learning in the early years also required improvement, particularly in developing early reading, writing, and phonics skills systematically.
Overall, while the school demonstrated many strengths, particularly in behavior, support for disadvantaged pupils, and the curriculum, there were clear areas identified for improvement to ensure that all pupils achieve their full potential. The leadership team was recognized for their commitment to driving improvements and ensuring a positive learning environment for all students.
