|Name||Broughton Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 June 2015|
|Address||Narbeth Drive, Aylesbury, Buckinghamshire, HP20 1NX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||11.7%|
|Pupils with SEN Support||6.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This community infant school is smaller than the average-sized primary school. It has full-time early years provision in its two Reception classes. Most pupils are of White British origin although a significant minority are from a wide range of ethnic groups. Those of Pakistani heritage, about one in ten, are the only other sizeable group. About one in five pupils speak English as an additional language but very few are at the early stages of learning the language. The proportion of disabled pupils and those who have special educational needs is below average and falling. About one in ten pupils are supported by the pupil premium. This is additional government funding provided, in this school, to support pupils who are entitled to free school meals. This proportion is well below average. The school shares its site with a children’s centre, which also houses a privately run pre-school. Both of these services are subject to separate inspection arrangements and were not visited during this inspection. There have been many changes to the teaching staff in recent years.
Summary of key findings for parents and pupils
This is a good school. The headteacher, supported by senior leaders and governors, has high aspirations for the school. Together they have brought about significant improvements in the quality of teaching and pupils’ achievement since the previous inspection. Pupils of all abilities and from different backgrounds make good progress because they are taught effectively. As a result, standards are rising at the end of Year 2 and pupils are well prepared for the next stage of their education. Teachers have high expectations and provide activities that capture pupils’ imagination. They use questions well to deepen pupils’ understanding. Children get off to a good start in the early years, which is much improved since the previous inspection. As a result, standards are rising rapidly at the end of the Reception year. Pupils are very proud of their school and behaviour on the playground and in assemblies is impeccable. They demonstrate a real enthusiasm for learning. The arrangements to keep pupils safe and secure are outstanding. As a result, pupils feel extremely safe and well looked after. The school is a very harmonious community because all aspects of pupils’ social, moral, spiritual and cultural development are promoted exceptionally well. The curriculum provides exciting opportunities for pupils to learn about the world around them as well as developing their literacy and numeracy skills effectively. The school has a fruitful partnership with parents who hold it in high regard and almost all would recommend it to others. It is not yet an outstanding school because : The progress of the most able pupils is not as strong in writing as it is in reading and mathematics. As a result, fewer reach the higher levels of attainment at the end of Year 2. Some teachers, including those new to teaching, and teaching assistants are still developing their skills in setting work that challenges pupils to make rapid progress throughout the school. As a number of teachers are new to teaching, too many responsibilities for different aspects of the school’s work remain with senior leaders.