Broadfield Primary Academy

Highlights from Latest Inspection

Outcome

Broadfield Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Sian Markham. This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

What is it like to attend this school?

Pupils are safe and happy at this vibrant school. Pupils know the school's values of 'aim high, be kind, celebrate difference' and talk confidently about them. The school is committed to promoting the fundament...al British values such as democracy, rule of law and tolerance throughout the curriculum.

Pupils understand these well.

Staff expect pupils to achieve high standards across the curriculum. Published outcomes demonstrate that most pupils have a secure knowledge in and understanding of reading, writing and mathematics.

Staff have high expectations of pupils' behaviour. From the beginning of the school day, lessons are calm and purposeful. There is no low-level disruption.

Pupils follow appropriate routines, such as lining up at the end of lunch, or moving from the carpet to tables during transitions in lessons. During breaktimes and lunchtimes, pupils play happily in a range of independent and team games. Pupils are proud of their school.

Pupils build their confidence and resilience through a wide range of educational visits, visiting speakers and thoughtful assemblies. They value the strong, caring relationships they have with staff. One pupil summarised the thoughts of others, saying, 'Staff are always there to listen and help you.'



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

The school's programme for personal development ensures pupils are well prepared for their next stage. Pupils learn about the potential risks to their well-being, such as the impact of substance abuse and online dangers. Through the roles they undertake, pupils develop a strong sense of belonging.

As 'junior citizens' and school councillors, pupils make a positive difference to life at school. Through taking on responsibilities, such as play leaders, pupils model games and help their younger peers to enjoy playtimes. From a wide range of extra-curricular activities, pupils enjoy basketball, football, chess and multi-skills, as well as many others.

The curriculum is ambitious for all pupils. The school has identified the precise knowledge and skills it wants pupils to learn. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly.

Staff work effectively with external specialists, where needed. Pupils with SEND receive expert support and clear, appropriate adaptations to lessons and activities. Pupils with SEND achieve well.

Lessons are sequenced well to help pupils build their knowledge over time. For example, in geography pupils explore key vocabulary such as 'meander', 'confluence' and 'brook' to build on their previous learning about rivers. However, in some subjects, the systems to check pupils' knowledge are not used consistently well.

Some pupils have gaps in their knowledge which are not addressed before pupils move on to new curriculum content. As a result, some pupils are less secure in their understanding of the curriculum in some subjects.

Reading is prioritised at the school.

Children make a strong start in the early years. They talk about stories, nursery rhymes and learning activities with enthusiasm. The school has a rigorous, systematic approach to implementing its chosen phonics scheme.

This is delivered effectively. Pupils at the earliest stages of learning to read get the support they need. By the end of key stage 2, pupils become confident, fluent readers.

In phonics lessons, staff check pupils' understanding systematically. However, in other aspects of the English curriculum, such as in writing, pupils' errors in spelling, punctuation and handwriting are not checked or addressed in a timely way. The school has made some recent changes to address this.

Pupils attend school regularly. The school oversees pupils' individual attendance carefully. Leaders review attendance information regularly.

They act swiftly and to intervene and offer support where pupils are at risk of lower attendance. Pupils know the importance of being in school.

Pupils' behaviour is a strength of this setting.

From the beginning of the school day, lessons are calm and purposeful, with no incidents of low-level disruption. Pupils follow appropriate routines, such as lining up at the end of lunch, or moving from the carpet to tables during transitions in lessons. Pupils know that if there are any behaviour incidents, these are resolved quickly.

Governors and trustees know the school well. They work closely with staff to know the school's strengths and areas for development. Those responsible for governance value the school's work on inclusion and its support for disadvantaged pupils, including those with SEND.

Most staff feel well supported with their workload and well-being. One member of staff summarised the thoughts of many, saying, 'We work as a team. I love coming here and wouldn't want to be anywhere else.'



Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some aspects of the writing curriculum, such as handwriting, spelling, punctuation and grammar, gaps in pupils' understanding and errors they make are not addressed in a timely manner. Pupils therefore do not make the improvements they need to their writing as effectively as they could.

The school has developed strategies to support this. These should now be applied consistently across school. ? At times, the systems in place to check and evaluate what pupils know and can do are not used as effectively as they could be.

Some pupils, in some subjects, do not understand core knowledge securely before new curriculum content is introduced. The school should ensure that staff identify and resolve errors and misconceptions in pupils' understanding effectively. In doing so, this will help pupils to build their learning more securely over time.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.