|Name||Broughton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 January 2015|
|Address||Moor Road, Great Broughton, Cockermouth, Cumbria, CA13 0YT|
|Number of Pupils||131 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||3.8%|
|Percentage English is Not First Language||0%|
Information about this school
Broughton Primary School converted to become an academy school on 1 October 2011. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be a good school overall. Broughton Primary School is much smaller than the average-sized primary school. Almost all pupils are of White British heritage. Very few pupils are from minority ethnic backgrounds. The proportion of disabled pupils and those who have special educational needs is below the national average. The proportion of disadvantaged pupils supported by the pupil premium is well below the national average. (The pupil premium is additional government funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority). The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. As a result of recent local housing development, there has been a high proportion of pupils joining the school since September 2013. A new teacher joined the school in September 2014. The school offers a daily Nursery class each morning with full-time education provided for Reception-aged children. Pupils are taught in six classes: Nursery, Reception, Years 1 and 2 together, Years 3 and 4 together, Year 5 and Year 6. In this school the governing body is known as the board of directors. There are before- and after-school clubs on the school site, which are not managed by the board of directors. They are subject to a separate inspection and a report of their quality is available on the Ofsted website.
Summary of key findings for parents and pupils
This is a good school. The strong commitment of the headteacher and all staff, as well as members of the board of directors, ensures that leadership and management at all levels are good. Regular checks on the quality of teaching are rigorous and supported by monitoring carried out by the board of directors. The school is focused on improving teaching and pupils’ achievement. The rich curriculum makes a good contribution to pupils’ academic progress and plays an excellent role in promoting their personal development. The varied range of first-hand practical activities, including those during Forest School activities, helps to meet the needs of pupils well. Partnerships with parents are strong. Parents hold the school in high esteem. Attendance is above average, which is reflected in pupils’ enjoyment of school. Pupils are very proud of their school and behave extremely well. High quality care and support ensure that they feel safe and happy. Pupils are consistently polite and friendly towards one another, working and playing well together. Good teaching is supported well by planning and well-organised lessons that enable pupils to achieve well. Lessons are lively and interesting and teachers and teaching assistants consistently encourage pupils to do well. Very good use is made of a wide range of resources which enables pupils to learn successfully in a variety of ways. From early years to Year 6, pupils make good progress from their starting points. This includes pupils from different groups, including those with special educational needs. Children get off to a good start in the early years, helping them to make good progress. They develop a real thirst for knowledge and a love of learning. Early years staff have a good understanding of how children learn best. Exciting activities help children to work independently so that they soon learn how to make decisions for themselves. It is not yet an outstanding school because : Pupils are not given enough opportunities to respond to their teachers’ marking comments in their books. Outdoor activities for early years children do not match the high quality of activities available in the classroom. Pupils are not sufficiently challenged when they carry out reading activities. During lessons, questions to pupils do not always extend their thinking enough.