Brereton Church of England Primary School has been recognized as a good school following its inspection on 20 and 21 April 2022. Pupils express positive sentiments about their experiences at the school, highlighting the engaging teaching methods employed by their educators. The school boasts extensive grounds and a variety of equipment available for use during breaks, which enhances the overall enjoyment of the students. The Reception class children particularly cherish their responsibility of caring for the school rabbits, Daisy and Dusty.
Parents and caregivers have voiced strong support for the leadership of the school, commending the high level of care provided to their children. The relationships among pupils are notably strong, characterized by mutual respect for one another and the staff. Pupils feel secure in their environment, confident that any instances of bullying would be promptly addressed by their teachers. This sense of safety contributes to a positive atmosphere conducive to learning.
The school sets high expectations for its students, who demonstrate diligence in their studies and attentiveness during lessons. This commitment to learning translates into commendable academic achievements. The behavior of pupils is consistently polite and well-mannered throughout the school. Additionally, the school offers a diverse array of after-school activities and educational trips, with Year 6 students particularly enthusiastic about their recent residential trip to Wales. Older students also take on leadership roles, such as reading with younger pupils, which fosters a sense of responsibility and community.
The curriculum at Brereton Church of England Primary School is ambitious and well-structured, catering for all pupils, including those with special educational needs and disabilities. Most subjects are effectively developed, with clear learning objectives established by the leaders. However, there are a few subjects where staff subject knowledge is not as robust, which affects the delivery of the curriculum. In these areas, pupils may struggle to retain their learning as effectively as intended.
The school prioritizes reading, ensuring that pupils engage with a wide range of literature. Early years students are introduced to phonics promptly, and well-trained staff deliver this curriculum effectively. Pupils are provided with books that align with their phonetic knowledge, and additional support is available for those who encounter difficulties. This focus on reading cultivates confident and fluent readers, with older students actively participating in promoting reading through book recommendations.
Pupils exhibit a strong eagerness to learn, with classrooms maintaining a calm and productive atmosphere. Disruptive behavior is not tolerated, allowing for an optimal learning environment. Students with special educational needs receive timely identification and appropriate support, ensuring they achieve well.
The school fosters an understanding of diverse cultures and religions through visits to various places of worship and the use of thoughtfully selected literature. Pupils learn to respect individuals from all backgrounds and recognize the importance of supporting those less fortunate through charitable initiatives.
Governance at the school is effective, with trustees maintaining an accurate understanding of the school's performance and supporting leaders in enhancing the curriculum. The well-being of staff is a priority, with leaders taking steps to manage workload effectively.
The safeguarding measures in place are robust, ensuring that pupils are educated on safety and feel comfortable reporting any concerns. Staff receive regular training to recognize signs of neglect or abuse, and leaders maintain detailed records of safeguarding actions.
In summary, Brereton Church of England Primary School continues to provide a nurturing and effective educational environment, with a strong emphasis on academic achievement, personal development, and community engagement. The school is well-positioned to build on its successes while addressing areas for improvement in subject knowledge delivery.
