Broomhaugh (VA) Church of England First School

Highlights from Latest Inspection

What is it like to attend this school?

Broomhaugh (VA) Church of England First School is nurturing and inviting.

Pupils are happy and safe. They enjoy the various ways that they can contribute to school life. Pupils live up to the school motto of 'make a difference and be the best we can be'.

They enjoy worship assemblies led by the church. The emotional well-being of pupils is a priority. The school provides regular opportunities for pupils to discuss and reflect on local and global issues.

Pupils achieve well at Broomhaugh (VA) Church of England First School. Lessons bring learning to life for pupils. They benefit from themed curriculum weeks featuring educational visits, career talks and 'real ...life' challenges.

Children in the early years are involved in the life of the school. They showcase their learning to the other classes. Children in the early years quickly adapt to the routines and expectations of school.

Older pupils read with them regularly. This builds friendships across year groups.

There are clear expectations of pupils' behaviour.

Pupils behave well. They are motivated by the reward systems in school. They play together well at lunchtimes.

The 'friendship bench' helps all pupils to be included. The school teaches pupils how to use the internet safely. The school provides a range of pupil leadership positions.

This develops pupils' confidence and self-esteem. Many pupils take part in the school choir and sporting activities. They are proud to represent their school.

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

The school has introduced an ambitious and broad curriculum. There are high expectations for all pupils. The changes to the curriculum ensure that pupils develop an understanding of the wider world.

Pupils are well prepared for the transition to middle school.

Children in the early years benefit from an excellent curriculum. The clearly defined and well-equipped learning areas provide a breadth of opportunities to deepen children's knowledge.

Children play and work together brilliantly. They confidently use taught vocabulary when speaking to each other. The environment develops children's curiosity and independence.

They are keen to talk about their learning. Children in the early years are involved in whole-school initiatives. Children worship and pray with their peers.

They discuss their learning of historical injustices and local issues. Children speak to adults with a high level of respect and kindness.

There is a strong reading culture in school.

Pupils learn to read quickly and confidently. Pupils who struggle with reading receive extra help each day. The school has invested time and resources to ensure that staff are experts in teaching reading.

Pupils have regular opportunities to be read to and read to others. They read at home often and talk enthusiastically about the books that they have read. Pupils are proud of their new library.

Pupils with special educational needs and/or disabilities (SEND) benefit from the well-planned support provided by the school. They are fully involved in leadership positions and extra-curricular activities. Staff know and understand their needs well.

Pupils with SEND receive the tailored support they need in lessons. They achieve well. The school works with specialist services for pupils with SEND where needed.

Although many parents and carers of pupils with SEND have positive views of the school, a small group of parents do not feel that the school communicates effectively with them.

Pupils achieve well at Broomhaugh (VA) Church of England First School. They benefit from a well-sequenced curriculum.

Pupils have daily opportunities to revisit prior learning and vocabulary. This helps pupils to remember and build on their learning. Lessons and classroom discussions raise pupils' aspirations.

Pupils talk about their learning with enthusiasm. The school has systems to check what pupils know and remember. However, teachers do not consistently check how well pupils have remembered and learned some important knowledge.

As a result, sometimes, teachers do not identify when pupils have gaps in their knowledge.

The school has introduced a new behaviour policy which prioritises praise and positive language. Pupils are responding well to this change.

The school develops pupils' character and cultural capital exceptionally well. Pupils are well prepared for life locally and beyond. The school develops pupils' self-esteem and empathy for others effectively.

Pupils have a firm understanding of justice and equality. They are passionate about making the world a better place. There are robust systems to promote good attendance across school.

Rates of pupil absence are low.

Leaders know their school community well. Staff are well supported by leaders.

Workload is not a concern. Staff specialisms are developed to benefit pupils' learning. Governors are highly involved in the life of the school.

The school benefits from their expertise. There is a culture of highly supportive challenge from governors.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers are not clear about what pupils know and remember. As a result, teachers do not identify when pupils have gaps in their knowledge. The school should ensure that assessment is refined so that gaps in pupils' knowledge and misconceptions are addressed quickly and effectively.

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