Broadoak School

Highlights from Latest Inspection

What is it like to attend this school?

Broadoak School is a warm and welcoming place. Pupils understand the importance of respecting the differences between each other. As such, they are courteous and friendly.

This helps the high proportion of pupils arriving from different countries to settle into school well. Most pupils behave well in lessons and during social times. Pupils, including those with special educational needs and/or disabilities (SEND), typically enjoy coming to school.

The school has worked closely with the trust to improve the curriculum. This has helped to raise the expectations set for pupils' achievement. Nonetheless, the refined curriculum is not delivered as well as intended.
.../>Therefore, some pupils do not learn all that they should to help them to achieve well.

Pupils appreciate the broad range of extra-curricular activities in which they can participate. They enjoy attending friendship, puzzle, volleyball and debate clubs.

Such opportunities help pupils to build their confidence. Some pupils relished taking part in recent eco-friendly projects, such as litter picking at Dunham Massey. Other pupils value the opportunities to serve the elderly in the community and collect food items for the local foodbank.

These experiences help pupils to further develop their understanding and awareness of life beyond the classroom.

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

The trustees and members of the local governing committee are committed to improving the quality of education that pupils receive. They have worked productively with the school to refine the curriculum so that it is ambitious for all pupils, including those with SEND.

The English Baccalaureate sits at the heart of the curriculum. This has ensured that pupils, including those with SEND, study a broad range of subjects. Through careful consultation with staff, the school has ensured that these changes to the curriculum have not had a negative impact on staff's workload and well-being.

Teachers know what knowledge pupils should learn and when this should be taught. That said, some teachers do not have the knowledge and skills that they need to design learning activities that help pupils to learn subject content. Furthermore, the school has not checked to make sure that the curriculum is being taught as intended.

Therefore, weaknesses in the delivery of the curriculum have not been identified and sufficiently addressed. Pupils have not benefited from the renewed curriculum as well as they should. This means that pupils' achievement across subjects is uneven.

The use of assessment strategies across subjects and key stages remains under development. Some teachers do not identify and address errors in pupils' knowledge. At times, they do not ensure that pupils have understood earlier content before moving on to new learning.

This prevents pupils from building on their knowledge well over time.The school's actions to identify pupils' additional needs are swift and accurate. Nonetheless, some staff are not trained well enough to understand how to meet the needs of pupils with SEND.

Consequently, they do not adapt their teaching for these pupils successfully. This leaves some pupils with SEND unable to learn the curriculum as well as they should.

The school has set up effective processes to help staff to identify gaps in pupils' reading knowledge.

Targeted support has been introduced to help pupils in key stage 4 who struggle to read. These pupils are beginning to reap the benefits of this support. However, pupils in key stage 3 have not had similar opportunities.

This limits how quickly they gain confidence in reading. Some pupils in key stage 3 are unable to access the curriculum as a result.

The school has begun to see the positive impact of its new behaviour and attendance management strategy.

For example, the school's 'AMBER' and 'LINK' programmes have encouraged pupils to better engage with learning. As a result, lessons generally proceed without interruption. The school has worked alongside professionals, parents and carers to overcome the barriers that have prevented some pupils from attending school regularly.

Through the school's personal, social, health and economic education curriculum, pupils learn about keeping healthy and safe. For instance, pupils understand the risks of drugs, vaping and gangs linked to their local area. Pupils in leadership positions such as the equality, diversity and inclusivity ambassadors enjoy helping other pupils to broaden their understanding of different cultures.

For instance, they successfully delivered culture days and assemblies. This helps to create a sense of community and belonging across school.

The school offers a strong careers programme.

Key stage 4 pupils take part in a wide range of work experience. They receive ample advice and guidance about their next steps in education, employment and training. This means that pupils are well informed when making their career choices.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not checked that the renewed curriculum is being delivered as intended. This prevents the school from spotting weaknesses in the way that some lessons are designed.

As a result, some pupils do not benefit from the changes in the curriculum as well as they should. The school should ensure that it monitors the delivery and impact of the new curriculums so that it can help staff who need extra support and also be assured that the new approaches are making the desired difference to pupils' achievement. ? Some staff have not received the training and support that they need to successfully adapt their teaching to meet the needs of pupils with SEND.

This means that some pupils with SEND do not learn as well as they should. The school should make sure that teachers have the guidance and knowledge that they need to ensure that pupils with SEND progress well through the curriculum. ? Some teachers do not use assessment strategies well enough to identify errors in pupils' knowledge.

This means that misconceptions are not addressed. The school should ensure that teachers are suitably equipped to check that pupils' earlier learning is secure and that they remedy these gaps swiftly. ? Pupils in key stage 3 who find reading difficult do not receive the support that they need to overcome gaps in their reading knowledge.

These pupils do not gain confidence and fluency in reading. This prevents them from accessing the curriculum. The school should ensure that pupils who need extra help to read successfully receive the support that they need so that they become competent and confident readers.