Broomgrove Infant School


Name Broomgrove Infant School
Website http://www.broomgroveinfantschool.co.uk
Ofsted Inspection Rating Good
Inspection Date 29 September 2011
Address Broome Grove, Off Heath Road, Wivenhoe, Colchester, Essex, CO7 9QB
Phone Number 01206822141
Type Primary
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Essex
Percentage Free School Meals 2.9%
Pupils with SEN Support 11.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about the school

Broomgrove Infant School is slightly smaller than the majority of primary schools. It shares a site on the edge of Wivenhoe with its partner junior school. The school serves a mainly White British community. However, it also provides for a significant minority of pupils from other ethnic groups, predominantly Arabic-speaking families from the nearby university. Most of these pupils are at an early stage of learning to speak English as an additional language. Almost all children who enter the Reception class have attended various pre-schools locally. The proportion of pupils with special educational needs and/or disabilities is broadly average. Most of these have moderate learning difficulties. The proportion of pupils known to be eligible for free school meals is below average. The school offers breakfast, after-school and holiday clubs, all of which are managed by the governing body.

Main findings

Broomgrove Infant School provides a good education. The school has not stood still since its last inspection. The commitment of the senior leaders over the last two years has underpinned significant improvement to the outcomes in the Early Years Foundation Stage. Partnerships with parents and carers are outstanding. Parents and carers greatly value the excellent induction arrangements which the school provides for all new Reception children. Parents and carers also have good opportunities to find out how to support their children’s learning. Pupils are cared for well: they greatly enjoy school and feel very safe. Pupils are very well behaved and have positive attitudes to learning. Most have a good understanding of healthy lifestyles and actively participate in sport. Attendance is above average. Pupils’ achievement and personal development are good. Children make increasingly good progress in developing their basic literacy and numeracy skills in Reception and now reach standards above those expected by the end of the year as a result of thorough assessment and effective teaching. Attainment at the end of Year 2 has been above average for several years. Although in 2011 neither progress nor attainment in writing in Years 1 and 2 were quite as good as in reading or mathematics, generally good teaching ensures that overall progress is good. Reading has been a particularly consistent strength of the school, with good teaching supporting consistently good progress and outcomes. Relatively high mobility levels and the arrival of several pupils with limited prior knowledge of English at a late point in the year had a particular impact on outcomes in writing. The school has a well-developed system for setting individual academic targets, while teachers’ marking generally provides pupils with clear guidance as to the next steps in learning. This also supports good progress and outcomes for pupils identified as gifted or talented. Despite mostly good teaching, however, expectations of the quality of pupils’ written work are variable. Good extra-curricular and enrichment provision contribute well to pupils’ good personal development. Pupils with special educational needs and/or disabilities, and those at an early stage of learning to speak English as an additional language, are effectively supported and make increasingly good progress. Leadership and management are good overall. Senior leaders track pupils’ progress thoroughly, so maintaining a good oversight of their progress. The governing body has a secure understanding of its role and increasingly holds school leaders to account. School self-evaluation is thorough. While the governing body ensures that safeguarding procedures are satisfactory overall, the oversight and evaluation of some aspects of premises, health and safety are not rigorous enough. In addition, the governing body does not ensure that assessment and planning in the after-school club, while just adequate, are sufficiently rigorous in its focus on identifying specific provision to meet the needs of the youngest children. Overall, however, the school has good capacity for improvement because there is a strong shared commitment, school leaders have a convincing record of past success and there is a clear determination to sustain improvement.