Broken Cross Primary Academy and Nursery

About Broken Cross Primary Academy and Nursery Browse Features

Broken Cross Primary Academy and Nursery

Name Broken Cross Primary Academy and Nursery
Ofsted Inspection Rating Good
Inspection Date 21 May 2019
Address Parkett Heyes Road, Macclesfield, Cheshire, SK11 8UD
Phone Number 01625383029
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 139 (52% boys 48% girls)
Number of Pupils per Teacher 14.9
Academy Sponsor The Fallibroome Trust
Local Authority Cheshire East
Percentage Free School Meals 28.7%
Percentage English is Not First Language 6.5%
Persisitent Absence 18.5%
Pupils with SEN Support 15.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Broken Cross Primary Academy and Nursery is a smaller primary school than average. The number of pupils on roll has increased since the last inspection. Most pupils are of White British heritage. The proportion of pupils for whom English is an additional language is much smaller than average. The proportion of pupils known to be eligible for free school meals is much greater than average. A greater proportion of pupils than average receives support for SEND. The proportion of pupils with an education, health and care plan is also greater than average. The school has a Nursery class for children aged from two to four years, and offers places on a full- and part-time basis. The school converted to academy status in September 2014. It is part of The Fallibroome Trust, a multi-academy trust established in September 2014. The Fallibroome Trust consists of two secondary and six primary schools. In line with its policy the trust has delegated responsibility for governance to the local governing body while retaining overarching responsibility for the quality of provision. The trust monitors performance through half-termly reports from the trust chief executive officer and the executive primary principal. The school runs a breakfast club and a range of after-school activity clubs.

Summary of key findings for parents and pupils

This is a good school Leaders, governors and trustees have successfully improved the quality of education since the last inspection. They have motivated everyone to work together to make Broken Cross a safe, happy and welcoming school where children achieve well. Leaders draw upon a wide range of information to enable them to form an accurate view of the school’s strengths and areas for development. This helps them to plan improvements that move the school forward. The highly committed governing body ask leaders a range of questions about their progress with their work to improve the school. They are less challenging about pupils’ outcomes, because they rely too heavily upon the information provided by the headteacher. Improvements that leaders have made to teaching contribute to the strong progress that pupils make in reading, writing and mathematics. On a few occasions, the most able pupils make less progress in subjects other than English and mathematics, because : the work they receive does not challenge them sufficiently. Younger pupils in school make good progress in phonics as a result of the good teaching they receive. They apply their skills well in their reading and writing. Children in the early years benefit from good teaching at Broken Cross. From their typically low starting points, children make strong progress and are well prepared for Year 1. Leaders’ effective provision for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) ensures that these pupils make strong progress towards their individual targets. Teachers plan learning that helps pupils to practise their reading, writing and mathematical skills in other subjects. On occasion, teaching does not ensure that pupils have opportunity to apply and deepen their writing skills in a wider range of subjects. Leaders and the trust have made outstanding arrangements for pupils’ personal development and welfare. Their strong commitment to going the ‘extra mile’ for pupils and families ensures that pupils thrive and are well prepared for secondary school when the times comes. Pupils’ good behaviour is evident in classrooms and around school. Leaders’ effective arrangements for safeguarding mean that pupils feel and are safe in school, and their parents agree.