“It is a joy to come to school” Brookvale pupils say

Brookvale Primary School children benefit from “high expectations” and a “united sense of teamwork.” A “stunning curriculum” includes a “staircase of learning that spirals upwards in a way that is unique and special,” Ofsted has found.

The school, in Mallard Drive, Erdington, part of the respected Arthur Terry Learning Partnership (ATLP), continues to be a ‘Good’ school, following an Ofsted short inspection last month.

Brookvale received positive outcomes across a range of areas, including leadership, teaching and learning, behaviour, and personal development.

Ofsted inspectors were also “humbled” by the school’s “excellent” approach to special educational needs and/or disabilities (SEND) provision.

Inspectors said: “Pupils get along together and show an eagerness to do well at school. This is because leaders’ vision of being ‘ambitious for our success and the success of others’ is brought to life through their actions. They set high expectations for behaviour and learning. Pupils show respectful behaviour and generally achieve well.”

Ofsted added: “Pupils value that their school is welcoming and say it is a ‘joy’ to come to school. Pupils like that staff are kind and fair.”

Brookvale Primary School Headteacher, Stuart Day said:

“Collectively, as a school community, we are incredibly proud of the report, as it captures the journey the school has been on over the past three and a half years.”

Personally, as headteacher, while I am thrilled with the report in its entirety, the statements that mean the most to me are:

‘Pupils…say it is a ‘joy coming to school’ – This, in my view, should be how every child feels and tells us that we are doing the right things. Our children are well cared for and nurtured, and it is so rewarding to hear that our children agree.

‘A united sense of teamwork shines through.’ – I cannot express my gratitude enough for the incredible team I work with at Brookvale. They are wholly committed to the vision and direction of our school and truly want the best for our children and families. They are an inspiration to me, and I am proud that I work alongside them. I thank them all.

‘Parents appreciate the way staff have the pupils and their families at the heart of everything they do.’ – A school is nothing without the support of the community it serves. Thank you to all the parents who continue to champion us and believe in our work. Our community is the soul of our school’.”

Mr Day added: “Ofsted recognised the progress our school has and is continuing to make, highlighting our ‘stunning’ and ‘powerful curriculum,’ which supports our teaching and learning and our ‘impressive’ Personal Development and Wellbeing Curriculum.

“There is still much that we want to do to ensure our children continue to thrive at Brookvale and I’m looking forward to working with our families and my team in the coming weeks, months and years in ‘Shaping our Children’s Futures, Together’.”

Brookvale is celebrating its 10^th anniversary of being part of the Arthur Terry Learning Partnership family and 50 years at the heart of the Brookvale Estate. Inspectors praised the collaborative teamwork that takes place across the partnership, noting that: “Trustees and school leaders work closely together to continually strengthen and improve the school.”

Richard Gill CBE, CEO of the ATLP, said:

“Enormous congratulations to Stuart and the team at Brookvale. This result is testament to the hard work, collaboration and dedication of the team and our wider learning community. We know that we are stronger together, and this is reflected in this impressive outcome.”

Highlights – Brookvale Primary School Ofsted inspection February 2023

Leaders leave no stone unturned in helping pupils learn how to be ‘a caring citizen’ within the community. The attention to detail in the topics covered within their personal development and well-being (PDW) programme is impressive.

School leaders are extremely well versed in understanding the diverse community they serve.

Leaders use what they know to help with every decision they make. Parents and carers value this, as do staff. Parents appreciate the way staff have the pupils and their families at the heart of everything they do.

They like the many varied opportunities to join in with school life. Staff echo this.

Staff are strong in their gratitude of the time leaders take to get to know them as individuals. A united sense of teamwork shines through.

Leaders have created a stunning curriculum. It is powerful in the way it sets out, step by step, what is to be taught from the early years and the ambitious vocabulary to be used.

In some subjects, including history and mathematics, pupils explain their learning confidently and with enthusiasm. The curriculum in these subjects is helping pupils to know a great deal and make deep, meaningful links across their learning.

Leaders have given thought to how pupils should learn to read and develop a love of books. This is reflected in pupils’ positive attitudes to reading. From the moment they enter school, pupils are surrounded by beautiful books that capture their imagination as well as allow them to see themselves and their cultures within stories. Staff teach phonics well. This allows pupils to use phonics to get better at reading. They quickly move on to read a range of books with expression and accuracy.

No pupil is left behind. A range of extra support is there if and when needed. Leaders are exceptionally skilled at recognising when and what extra help is needed for pupils. Their commitment to identifying and understanding pupils with special educational needs and/or disabilities (SEND) is excellent. It is humbling to listen to and see the successful way that pupils with SEND access their learning and are included in school life. This deep belief that every pupil, including those with SEND, deserves the very best, starts in the early years. The individual support, care and teaching sets pupils up to achieve well as they move through the years. Nothing is too much trouble for leaders.

The arrangements for safeguarding are effective. There is a real ‘belt and braces’ approach to safeguarding.