Brymore Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The headteacher of this school is Mark Thomas. The school is part of Bridgwater and Taunton College Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the trust leader, Peter Elliott, and overseen by a board of trustees, chaired by Andy Berry.

What is it like to attend this school?

Pup...ils are proud to be a 'Brymore Boy.' They live out the values of respect and working hard through the ethos of the school.

For example, boys naturally engage visitors in polite conversation with interest and courtesy. Some pupils told inspectors coming to the school has been 'the making of them'.

In lessons, pupils work hard.

Teachers encourage pupils to take risks when they contribute to discussion. Pupils say bullying is unusual. They are confident they have many trusted adults they can talk to if they have a concern.

Pupils know the school act promptly to reports of poor behaviour or inappropriate language.

The school has high expectations of pupils in every aspect of its work. As a result, pupils embrace school life.

The 'four cornerstones' of the school inspire boys in all year groups to do their best. For example, older pupils take their turn to work on the farm. In the walled garden, many boys manage their own plot.

Pupils train and play for the many sports teams. They learn engineering, welding and blacksmithing through the wider development programme. The whole school proudly involve themselves in running open day events, such as the annual country fair.

What does the school do well and what does it need to do better?

The school has planned an ambitious and sequenced curriculum. It evaluates and revises the curriculum carefully. Teachers ensure pupils rehearse and recap their knowledge regularly.

As a result, pupils remember their learning very well. In mathematics, teachers skilfully make sure pupils secure the knowledge they need to take the next steps. Pupils are confident in their learning.

In agriculture and horticulture, pupils learn about seasonal changes. They build on what they know. For example, over the course of key stage 3, pupils learn each stage of harvesting and pressing apples.

Pupils are fully immersed in work on the farm or horticulture through the rotational lessons and additional duties. Consequently, they deepen their knowledge rapidly.

The school offers a specialist curriculum.

In addition to the national curriculum subjects, pupils study land skills and engineering. The full suite of subjects for the English Baccalaureate (EBacc) is, therefore, not offered. In published outcomes, pupils perform exceptionally well.

Pupils make strong progress in English and mathematics. This means pupils are well prepared to move on to Level 3 qualifications when they reach the next stage of their education.

The school has a significantly large group of pupils with special educational needs and/or disabilities (SEND).

Leaders ensure their needs and the strategies to support their learning are explicitly shared with staff. Staff expertly adapt learning and provide support throughout the curriculum. This leads to pupils with SEND performing highly.

The positive environment for learning supports all pupils to work hard and do their best.

Pupils appreciate there is a strong expectation to read widely and often. The school tracks this carefully.

The school has a sharp focus on knowing what the reading needs of each pupil are. As a result, pupils who are in the early stages of learning to read receive the right help at the right time.

Leaders embed careers education throughout the curriculum.

In every subject, pupils consider a broad range of possible careers. Expert visits, workshops and many trips show pupils the breadth of careers in the industries they learn about. Specialists teach the personal, social, health and religious education programme (PSHRE).

Pupils learn about relationships and sex education in a timely way.

Pupils relish the vast opportunities for leadership across the school. This might be as a Head of Department in horticulture, an ambassador or part of the senior student leadership team.

Roles for leadership carry responsibilities and are highly valued. Through this, pupils contribute to and shape the school.

Staff, parents and pupils praise the school highly.

They especially reflect on the inspirational culture of the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in April 2015.