Braeburn Primary and Nursery Academy, located in Scarborough, was inspected on February 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the behavior and attitudes of the pupils, as well as personal development and early years provision, were rated as good.
The inspection highlighted that leaders have made significant strides in transforming the learning culture within the school. Staff maintain high expectations for pupil achievement and behavior, which pupils generally meet, demonstrating respect and politeness towards adults and peers. Positive relationships between parents and staff were noted, contributing to a supportive school environment. Despite these strengths, the curriculum does not fully align with the ambitious expectations set by the leaders. Many pupils lack the necessary knowledge and skills in reading, writing, and mathematics, which are essential for their future success. Teachers sometimes fail to identify when pupils do not understand concepts or provide adequate practice to reinforce their learning, leading to gaps in knowledge retention.
In the early years, staff effectively teach children essential skills such as active listening and high energy, which are part of the school's HEART values. Pupils exhibit good behavior and confidence in staff to address minor issues. The school offers a rich array of extracurricular activities, which pupils enjoy, including educational visits and various clubs. Physical education is a notable strength, with pupils participating in competitions and learning practical skills.
Leaders have introduced a vocabulary-focused curriculum and outlined expectations for pupil progress throughout the year. However, there is a lack of clarity regarding the specific knowledge pupils need to acquire step by step. Some teachers struggle with subject knowledge, which affects their ability to plan effectively. Consequently, pupils sometimes engage in activities without a clear understanding of the intended learning outcomes. Assessment practices also need improvement, as they do not consistently align with the curriculum content, leading to gaps in understanding and support for pupils.
In the early years, children receive a positive start in reading, learning letter sounds and developing a love for books. However, some Year 1 pupils are not keeping pace with the reading curriculum, prompting leaders to implement catch-up programs. While teachers introduce new vocabulary through texts, opportunities for pupils to practice reading and writing skills are limited, hindering their fluency and stamina.
The school has made notable improvements in behavior management, implementing a restorative approach that is well understood by staff. Pupils feel supported and are proud of their school, with high attendance rates and positive interactions during playtime. They learn about democracy and respect for others through various programs and discussions.
Trustees ensure the school has the necessary resources and staff, but leaders lack sufficient information on pupil knowledge retention and the curriculum's impact. The local governing body does not adequately evaluate the curriculum's effectiveness or understand why pupils struggle to retain information.
Safeguarding arrangements are effective, with leaders prioritizing the well-being of pupils and providing support for families in need. The school is committed to addressing local community issues and ensuring pupils are informed about safety, both online and offline.
To improve, leaders must clearly define the knowledge pupils need to learn in each subject and ensure that teaching activities support long-term retention. Opportunities for practicing basic skills should be increased, and assessment practices must align closely with the curriculum to identify and address misconceptions effectively. Developing robust monitoring systems will help leaders understand pupil progress and make informed decisions about curriculum adjustments.
