Brookfield Park Primary School, located in Skelmersdale, Lancashire, underwent an inspection on September 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving similar ratings. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The inspection highlighted that the school fosters warm and respectful relationships between pupils and staff, contributing to a positive atmosphere where pupils feel safe and happy. The implementation of new behavior expectations through the 'Brookfield Park promise' has encouraged kindness, resilience, and ownership among students. While some subjects show good achievement, there are inconsistencies in others, particularly in the early years curriculum, where expectations are still being established. This has led to some pupils not achieving their full potential across the curriculum.
Pupils enjoy utilizing the park area on school grounds and appreciate the sporting clubs and opportunities available to them. The school has made strides in outlining learning expectations in various subjects, with some areas having well-designed curriculums that help teachers deliver content effectively. However, this is not uniformly applied across all subjects, particularly in parts of the early years, which affects the overall learning experience.
The school has established appropriate procedures for identifying the needs of pupils with special educational needs and/or disabilities (SEND). A specially resourced provision has been set up, but the curriculum offered to these pupils lacks ambition and does not adequately address their academic needs, resulting in missed learning opportunities. Furthermore, the school has not clearly communicated assessment expectations to teachers, leading to gaps in understanding pupils' knowledge and progress.
A new phonics program has been introduced, allowing children to learn phonics shortly after starting in Reception. While additional support is provided for those struggling with reading, the school has not closely monitored the implementation of this program, resulting in inconsistencies in delivery. Some pupils are reading books that do not align with their phonics knowledge, hindering their development as confident readers.
Throughout the school day, pupils from the nursery to Year 6 exhibit good behavior, playing well with peers and maintaining a positive attitude towards learning. The school effectively supports pupils' personal development, teaching them about physical and mental well-being and fostering an understanding of healthy relationships. Opportunities for older pupils to engage in roles such as 'reading buddies' enhance their sense of responsibility and community involvement.
Staff at the school express satisfaction with their workload management, and governors fulfill their roles appropriately. However, there are areas where governors lack sufficient information to evaluate the school's effectiveness, particularly regarding the experiences of pupils in the specially resourced provision and the views of parents and carers. This limits their ability to identify issues and challenge the school effectively.
The safeguarding arrangements at Brookfield Park Primary School are deemed effective. To improve, the school needs to clearly define the essential knowledge pupils should acquire and the order in which it should be taught, ensuring a well-designed curriculum that supports achievement across all subjects. Additionally, the curriculum for pupils with SEND must be ambitious and appropriately designed to enhance their learning experiences. The school should also provide clear guidance on assessment practices to help teachers identify and address knowledge gaps effectively. Consistency in the implementation of the phonics program is crucial to ensure that all pupils develop their reading skills efficiently. Finally, governors should enhance their information-gathering processes to better evaluate the impact of the school's actions and improve pupil experiences.
