Ofsted Report
Brighstone C.E. Primary School Ofsted Report – February 2012
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Summary of Key Findings:
This is a good school .Teaching is good,pupils learn well and the school is a cohesive community in which pupils work and play together harmoniously. Staff, pupils and the governing body are justifiably proud of their school and have secure plans for further improvement. These are based on accurate self- evaluation and include improving teaching and ensuring pupils taking greater responsibility for their own learning; these are key factors in enabling the school to become outstanding.
Pupils achieve well in reading,writing and mathematics.They reach above- average levels in writing and reading, although more-able pupils, particularly at Key Stage 2, do not always attain the higher levels in mathematics. However, rates of progress for these pupils are accelerating.
Teachers have high expectations and good subject knowledge.Tasks are generally matched well to the needs of different abilities of learners. The teaching of mathematics is slightly less effective than that of English, where significant improvements have been made in the teaching and learning of writing. Teaching gives excellent support to pupils’ spiritual development. Pupils show good attitudes to their work but do not always understand how they might help themselves improve over time.
Almost all pupils feel safe in school and that behaviour is good in lessons. Relationships at all levels are excellent. Over time, pupils develop qualities that will support them well as they move to the next stage of education and prepare them to become good citizens.
The senior leadership team provides strong leadership to support the development of the school. Data about pupil performance are analysed well. Effective monitoring of teachers by leaders at different levels and good procedures for managing staff performance ensure good-quality teaching is sustained and developed. Over recent terms, when over one hundred new pupils arrived at the school, there was no loss of momentum in the school’s quest for improvement. The longer new pupils stay at the school, the more effective the school is in quickly improving their level of basic skills.
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