Broadlands Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Broadlands Primary School. Staff know them as individuals.

Leaders and staff have established a warm and nurturing feel to the school. Staff help pupils to recognise their own emotions and to care for one another. Pupils feel safe and happy.

Pupils, including children in early years, concentrate very well in lessons and behave responsibly. They treat each other, and adults, with respect. There is a wide range of playground equipment, and pupils play happily at social times.

Bullying is very rare. Pupils know that there are always adults to talk to, and that any problems will be resolved straightaway.

Leaders have high expectations fo...r staff and pupils alike.

They have planned an ambitious curriculum for all pupils, including for those with special educational needs and/or disabilities (SEND). Staff identify pupils' additional needs swiftly, so that they can arrange the right support when required. Pupils enjoy reading and they read widely.

Pupils benefit significantly from trips and after-school clubs. They have opportunities to develop their own leadership skills, for example as school counsellors or prefects.

What does the school do well and what does it need to do better?

Leaders have planned an ambitious curriculum for all pupils.

Pupils study all of the subjects in the national curriculum. Leaders have organised pupils' learning well. Staff have a secure understanding of how to make sure that pupils' learning builds on what they already know.

For example, in French, pupils learn about places and prepositions to enable them to describe moving around town. Pupils spoke confidently about this. Importantly, in mixed-age classes, teachers are clear about what they want pupils to learn and when they should learn it.

This helps pupils to achieve well.

Teachers have secure subject knowledge. They use important vocabulary to help pupils to understand key concepts.

They check on what pupils know and remember, and take steps to fill any gaps in pupils' learning. However, some subject curriculums have only recently been introduced. Some subject leaders have not had opportunities to check how well these new curriculums are being implemented across the school.

Leaders make sure that learning to read is a priority. Pupils follow a structured phonics programme from early years onwards. This programme ensures that pupils learn about letters and the sounds they represent in a logical order.

Adults check on how well individual pupils are learning. They provide effective support for any pupils at risk of falling behind. Books are well matched to pupils' knowledge of phonics.

Across the school, pupils read widely. They become confident and enthusiastic readers.The way in which staff meet the additional needs of pupils with SEND is a strength of the school.

This starts in early years, where staff help to develop children's speech and language. Leaders make sure that staff across the school understand how individual pupils with SEND learn well. Pupils who attend the resourced provision achieve highly.

As a result, pupils in this provision take great strides in overcoming their social, emotional and communication difficulties.

The nurturing culture of the school leads pupils to act responsibly, and to care for each other. Pupils follow a planned programme of social and personal education.

They learn about some cultures and traditions that are different from their own, for example in religious education and through some of the texts that they study. However, leaders have not checked on the range of these opportunities and how well they develop pupils' knowledge of these.

Staff in all year groups set clear expectations for pupils' behaviour.

The result is a calm and orderly environment. In part, this is because staff are alert to pupils' concerns and any emotional difficulties they face.

Pupils have valuable opportunities to take on responsibilities.

They also learn about the importance of democracy and keeping to a fair set of rules. However, pupils' opportunities to discuss and debate issues at key stage 2 are limited. Some pupils lack the articulacy and self-confidence to communicate their ideas orally as effectively as they could.

Pupils enjoy a good range of extra-curricular activities, including sports, crafts and the school choir.

Leaders have provided effective training for staff. For example, staff have become more confident in teaching phonics and nurturing pupils to ensure that they feel cared for.

Staff understand leaders' plans for the school, and believe that leaders take their workload into account.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that staff are well trained in safeguarding.

They provide weekly updates to ensure that staff are clear about their roles. Staff are alert to the risks that pupils may face. Leaders take the right actions to help pupils, involving other agencies that work with pupils and their families when necessary.

Teachers make sure that pupils learn about the risks that they may face, including when using the internet. Pupils know whom to turn to if they are worried, and this helps them feel safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Other than in English and mathematics, much of the curriculum is new.

Some subject leaders have not had opportunities to check how well these new curriculums are being implemented. This means that leaders are unsure as to whether the new curriculum in some subjects is being implemented as intended. Senior leaders should ensure that subject leaders develop the skills and have opportunities to check on the implementation of different subjects.

• Leaders have not considered the opportunities for pupils to learn about a broad range of cultures and traditions other than their own. As a result, some pupils' understanding of other traditions and cultures is underdeveloped. Leaders should make sure that all pupils benefit from opportunities to learn about the range of cultures and traditions in the world.

• At key stage 2, teachers do not give the same priority to developing pupils' spoken communication as they do in early years and key stage 1. Some pupils lack self-confidence and articulacy in putting forward their ideas. Teachers should ensure that pupils have the opportunity to discuss relevant topics, and so continue to develop their abilities to express their views orally.

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