|Name||Brunswick Primary School|
|Address||Somerhill Road, Hove, BN3 1RP|
|Religious Character||Does Not Apply|
|Number of Pupils||847 (50.6% boys 49.4% girls)|
|Number of Pupils per Teacher||21.7|
|Local Authority||Brighton and Hove|
|Percentage Free School Meals||17.2%|
|Percentage English is Not First Language||28.6%|
|Pupils with SEN Support||7.2%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Brunswick is larger than the average-sized primary school. The school formed in 2015 from an amalgamation of Somerhill Junior School and Davigdor Infant School. The previous inspection report was for Somerhill Junior School.
The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of disadvantaged pupils is in line with the national average.
The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher and his senior team have high aspirations for pupils. Leaders have a clear vision for the school that is shared by the whole school community.
Teaching and learning are effective and lead to pupils’ good overall progress. However, the most able pupils are not challenged enough to make the progress of which they are capable. Pupils have a strong understanding of what equality means.
They show respect for one another and for those who are from different cultures. Pupils behave well. They are courteous, both to one another and to adults.
They speak with pride about their school and are keen to help one another. This creates a positive atmosphere throughout the school. Pupils are keen to be in school.
The school has a range of effective systems in place to ensure that pupils attend school regularly. The pupil premium grant is spent well to ensure that disadvantaged pupils make similar progress to other pupils with the same starting points. However, the most able disadvantaged pupils do not always receive the support and challenge needed to further their development.
Children make a good start to their learning in Reception Year. Strong relationships with each other help them to learn well. Leadership of subjects other than English and mathematics is at an early stage and standards are not equally high in all subjects.
Leaders do not always evaluate the actions they take by their impact on pupils’ knowledge and understanding, particularly for pupils who are disadvantaged, have special educational needs (SEN) and/disabilities, or who speak English as an additional language. The curriculum captures pupils’ interests well and creates an enthusiasm for learning. Subject leaders check that topics studied by the pupils include good coverage of their subject.
However, leaders’ understanding of pupils’ progression through different subjects is still developing. Governors undertake their responsibilities conscientiously, prioritising areas for improvement identified by the school. However, governors do not challenge school leaders enough about the progress of particular groups of pupils in different subjects.