You may be aware that school inspections no longer come with a ‘single word’ judgement on the school’s provision. This means that while following our inspection in 2021 Brampton was found to be an ‘Excellent’ school in all areas, no such outcome was possible this time (although it is hard not to conclude this!). Instead, we have received this comprehensive and detailed report which, when you read it, I’m sure you will agree that the continued excellence of Brampton is implied throughout. The report is a tribute to all the students in the college (who greatly impressed the inspectors), as well as the hard work and commitment of our fantastic team of teachers, administrators and support staff.
Since the move away from single-word judgements, the ISI is allowed to award the designation of “significant strength” to aspects of a school’s provision that have a clear, demonstrable, and highly beneficial impact on pupils. This recognition is given when inspectors identify exceptional practices in any of the four areas inspected. The award of this designation is very rare, and few schools and colleges have been awarded it since the new inspection regime began in 2023. We were therefore understandably honoured that the provision at Brampton was recognised in this way by the inspection team. Our significant strength came in the ‘Leadership and Management’ area and was specifically cited as:
“Leaders have established a culture that promotes psychological safety by prioritising pupils’ wellbeing and welfare alongside pupils’ academic progress and achievement. This is reflected in the vigilance shown by staff in their care for pupils’ emotional wellbeing, as well as the high levels of mutual respect and trust across the school community. Staff are well equipped to respond highly effectively to the individual needs of pupils and provide expert guidance and support to facilitate pupils’ personal development and academic progress. This is a significant strength of the school.“
The report has 63 paragraphs, each one containing feedback which shows the college in an exceptionally good light and of which we can be proud. If, like me, you were to be in college every day, you would certainly notice the courteous, kind behaviour of our students referred to in paragraph 7, for example, and that relationships between staff and students are “strong and based on trust and mutual respect.” I was also pleased that the inspectors noticed (paragraph 11) that our commitment to student wellbeing is at the core of all our decision making, and that (paragraph 16) we have “high aspirations for the quality of teaching and learning and have developed responsive systems that support pupils’ academic progress.” These are perhaps some of the reasons our parent body was confident to report in the ISI survey that they unanimously (100% of survey responses) ‘agree’ or ‘strongly agree’ that their child is happy at Brampton.
For ease of reference, here is the ten-point summary from the opening page of the inspection report here and the full report is linked below.
Summary of inspection findings
- Leaders place pupils’ wellbeing at the heart of their strategic vision. They foster a positive school culture where individuals feel valued, respected and secure. Their approach reflects the proprietor’s commitment to pupil welfare and a thorough understanding of potential risks to pupils’ safety and their personal development. Through effective oversight, the proprietor ensures that leaders have the knowledge, skills and understanding to fulfil their responsibilities.
- Leaders maintain a rigorous approach to risk management. They regularly review policies and procedures and ensure that they effectively identify and address potential challenges to pupil welfare. Meaningful partnerships with external agencies allow leaders to access expert guidance in order to deliver high standards of care and support.
- Leaders have established a culture that promotes pupils’ psychological safety by prioritising pupils’ wellbeing and welfare alongside pupils’ academic progress and achievement. This is reflected in the vigilance shown by staff in their care for pupils’ emotional wellbeing, as well as the high levels of mutual respect and trust across the school community. Staff are well equipped to respond highly effectively to the individual needs of pupils and provide expert guidance and support to facilitate pupils’ personal development and academic progress. This is a significant strength of the school.
- Leaders foster a welcoming and respectful environment where pupils develop confidence, independence and individual responsibility. Leaders ensure that staff maintain high expectations of pupils’ learning and progress. Regular assessment and detailed analysis of progress enable staff to identify and support pupils’ individual needs well, ensuring that relevant support is timely and effective.
- Leaders have developed an engaging curriculum that extends pupils’ interests and prepares them well for their future education and careers. The curriculum reinforces fundamental British values, with pupils actively engaging in democratic processes and consistently demonstrating respect and integrity in their daily interactions.
- Appropriate programmes for personal, social, health and economic education (PSHE) and relationships and sex education (RSE) are in place. An enrichment programme enables pupils to develop and extend their knowledge and skills beyond their academic studies. Leaders have broadened the extra-curricular provision since the previous inspection. However, leaders have not ensured that all pupils participate in the opportunities for regular physical activity that are available to them.
- Pupils consistently demonstrate courteous and kind behaviour. Relationships between pupils, and between staff and pupils, are strong and based on trust and mutual respect.
- Pupils are supported well in exploring possible future pathways through direct alumni engagement, career workshops and curriculum-integrated discussions that inform their further education and employment choices.
- Leaders ensure a secure, well-supervised physical environment. Pupils feel safe. They are confident in speaking to staff if they have concerns. Leaders and managers implement up-to-date safeguarding protocols, ensuring that staff receive relevant training, and act swiftly to address any concern.
- A culture of vigilance is maintained through rigorous record-keeping, prompt responses to safeguarding issues and targeted support for vulnerable pupils, including pupils who have special educational needs and/or disabilities (SEND).
