About Brough Primary School
Brough Primary School is a larger than average primary school situated in a residential area in the village of Brough, East Yorkshire. Set within large grounds, we are lucky enough to have a school field, two playgrounds, a MUGA (multi-use games area), a gymnasium, a wildlife area and a separate dining hall on our site.
We have ten classes from EYFS to Y6 and there are 286 pupils on roll. The school is currently organised into two EYFS classes, one Year 1 class, one Year 2 class, three mixed Year 3 and 4 classes, three mixed Year 5 and Year 6 classes and one Enhanced Resources Provision.
We have fourteen teachers including a Headteacher, Deputy Headteacher and an Assistant Headteacher, who ensure that the children have a primary education to remember with a number of exciting and engaging curricular and non-curricular lessons and activities. We also have a very active school council who help us to improve the school for all children, offering their own perspective on what we do well and where we need to focus next. Our parents are very supportive and FOBS (Friends of Brough School) are always organising different activities to support the school and raise money.
We pride ourselves on our safe and nurturing environment and actively work with parents, families and the wider community to enhance the learning experiences of all children.
We welcome all enquiries, so if you would like to get in touch please ring us on 01482 667352.
Thank you,
Helen Shepherdson
Headteacher
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The Royal Shakespeare Company Associate School
We are very proud to be a Lead Associate School with the Royal Shakespeare Company as part of their Associate Schools programme. This is a long-term partnership programme with schools and regional theatres across England.
‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’
‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’
‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’
‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’
‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’
‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’
‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’
‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’
‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’
‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’
‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’
‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’
‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’
‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’
‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’
‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’
‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’
‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’