Brockton C of E Primary School, located in Much Wenlock, Shropshire, underwent an inspection on 24 and 25 October 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behaviour and attitudes, leadership and management, and early years provision. The previous inspection in June 2022 had rated the school as good.
Pupils at Brockton C of E Primary School appreciate the care and support provided by the staff, which fosters a sense of safety and belonging. They express pride in their school and its values, such as generosity, and enjoy attending regularly. The school environment is characterized by polite and well-mannered pupils who engage positively with staff and peers. However, inconsistencies in the application of the behaviour policy during lessons have led to challenges in maintaining focus and listening, which negatively impacts learning outcomes.
The leadership team, supported by governors, is committed to enhancing the curriculum and has made strides in this area. Nonetheless, further improvements are necessary to elevate the quality of education provided to students. Parents and carers generally appreciate the variety of activities available to their children, but some have raised concerns regarding academic progress and communication with the school.
In the early years, children transition smoothly into Nursery and Reception due to strong partnerships with families. The nurturing relationships established in these classes are commendable. However, the early years curriculum lacks clarity in outlining the knowledge and skills children are expected to acquire, resulting in activities that do not consistently build on prior learning.
The curriculum from Year 1 to Year 6 is designed to progressively develop knowledge and skills across various subjects. However, the school has not adequately considered the implications of mixed-age classes in its curriculum planning, leading to gaps in pupils' knowledge and hindering their ability to engage with new material effectively. Teachers are skilled in modeling subject-specific language, and teaching assistants provide valuable support. However, the school does not consistently utilize formative assessments to tailor learning activities to pupils' needs, resulting in some tasks being either too easy or too challenging.
Reading is prioritized within the school, with efforts made to cultivate a love for reading through various initiatives, including a well-stocked library and engaging events. The phonics program is well-structured, and staff demonstrate strong subject knowledge, providing additional support to ensure pupils keep pace with the curriculum.
The school effectively identifies the needs of pupils with special educational needs and/or disabilities, ensuring their full inclusion in lessons and school life. The curriculum is enriched through diverse experiences, including trips and clubs, promoting a healthy lifestyle and an understanding of mental health and democracy among pupils.
While school leaders have made progress in several areas, they acknowledge the need for ongoing development. They are focused on improving the school further and have arranged support for new subject leaders to enhance their skills in curriculum leadership. Staff express satisfaction with their work environment and the training they receive, although they note that managing workload can be challenging in a small school setting.
The safeguarding arrangements at Brockton C of E Primary School are effective, ensuring the safety and well-being of all pupils. The school is aware of the areas requiring improvement, including the need for consistent application of the behaviour policy, effective use of formative assessment, and better planning for mixed-age classes. Addressing these issues will be crucial for enhancing the overall educational experience for pupils.
