Broughton Primary School

Inspection of Broughton Primary School Brigg Road, Broughton, Brigg, Lincolnshire, DN20 0JW

p.1

Inspection dates: 14 and 15 September 2021

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Requires improvement 14 and 15 September 2021

p.1

What is it like to attend this school?

Pupils enjoy attending school. They experience a wide range of activities. Visits to interesting places, like Ironbridge and Robin Hood’s Bay, help pupils learn about different places. Visits from artists, and teachers from China develop pupils’ interest in culture. Pupils are respectful of others. They are excited about starting school clubs again after recent disruption caused by the Covid-19 (coronavirus) pandemic. Clubs are well attended by all groups of pupils.

p.2

What is it like to attend this school?

There are good relationships between all members of the school community. Pupils would recommend the school to others. They say they feel safe. Leaders place a high priority on the safety of pupils. Pupils know how to stay safe online. They learn about the importance of positive relationships. Behaviour is good. Assemblies celebrate the efforts pupils make as they try and ‘reach for the stars’. Pupils recognise the kind acts of others through the school’s ‘Bucket of Kindness’. Pupils enjoy a calm, welcoming environment around the school.

p.2

better?

The early years leader has a strong understanding of the new early years curriculum. There are clear systems that help children settle into their new school. Children start to read early in school. Staff have been trained to teach reading. It is clear what sounds pupils should know as they move through the school. Teachers make regular checks to ensure that pupils keep up. Pupils are supported well if they fall behind. Leaders have purchased books that are well matched to pupils’ needs.

p.2

better?

Plans for reading and writing are well sequenced. However, other subjects are not planned as well. This means that pupils are not able to build on what they know and can do. Subject leaders do not check subjects thoroughly. This means they do not know what needs to improve. For example, pupils do not have enough opportunity to solve problems or reason in mathematics. In lessons, some teachers do not recognise which pupils need support and others who find work too easy. This means that some pupils do not learn as well as they should.

p.2

better?

Leaders have started to review curriculum plans. Some subjects, such as geography, have not yet been reviewed. Leaders have not identified the most important things that pupils must know in each subject. This means that pupils could miss vital learning that helps them in future years. Plans for English are well sequenced. In some subjects, leaders have attempted to sequence what pupils learn but these plans are not organised well enough. This means that pupils cannot build on what they know and can do.

p.2

better?

Subject leaders do not check how well pupils are doing carefully enough. Leaders have started to use an electronic system to record pupils’ achievements. However, they do not check whether this information is accurate. Senior leaders have not supported subject leaders to carry out their roles effectively. Sometimes, checks are 14 and 15 September 2021

p.2

3

not thorough enough. This means leaders cannot identify exactly what needs to improve.

p.3

3

There are accurate systems to identify pupils who have additional needs. Teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing. They are supported well. Staff work effectively with external agencies to provide pupils with the help they need. The special educational needs coordinator provides staff with appropriate support. Pupils understand that some children have additional needs and they are sensitive to this. Parents are happy with the help their children receive.

p.3

3

Leaders are passionate about the need to develop pupils’ character. They promote the need to be resilient and to care for others. Leaders plan opportunities for pupils to learn about the careers they might pursue. Leaders are careful to promote equal opportunities and encourage pupils to raise their aspirations. Leaders take care to consider the workload of staff. Staff members get on well and feel that leaders are approachable.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders place the safeguarding of pupils as a priority. New staff receive detailed information about how to keep pupils safe. Staff know which signs to look for to identify a range of safeguarding concerns. Staff know who to talk to should they have any concerns about pupils’ safety. Safeguarding records show that leaders act quickly to ensure pupils get the support they need.

p.3

Safeguarding

Staff receive regular updates about safeguarding. Governors challenge leaders and check that procedures are being followed. Leaders have been quick to respond to safeguarding issues identified nationally and locally. Pupils and staff recently received training about online safety. Pupils know what to do if they have concerns about the messages they receive or online material.

p.3

(Information for the school and appropriate authority)

 Curriculum plans, including those in mathematics, are not sequenced well enough. Some plans are still under review. Leaders have not considered what pupils must know in each subject carefully enough. Teachers do not consistently help pupils build on what they already know in some subjects. Senior leaders should ensure that curriculum leaders understand how to plan a well-sequenced curriculum. Curriculum leaders should consider what is essential for pupils to know and in what order, so that pupils can deepen their knowledge in each subject. 14 and 15 September 2021

p.3

4

 Curriculum leaders do not have a good enough understanding of how well pupils are doing in each subject. Leaders rely on assessment information but do not make thorough checks to make sure this is accurate. Pupils do not achieve as well as they should in some subjects. Senior leaders should introduce effective systems to check what pupils have learned. Leaders should support teachers to plan more effective activities that help pupils build on what they know and can do.  While pupils with SEND are supported effectively, teachers do not notice other pupils who need additional support as quickly or precisely as they could. Teachers often expect pupils to carry out tasks that they find too easy. Pupils say they find learning easy. They want to tackle more difficult activities. Leaders should support staff to plan activities that meet the needs of different pupils. Teachers must act more quickly to adapt tasks to meet pupils’ changing needs.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 14 and 15 September 2021

p.4

School details

Inspection number 10200657 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 13 – 14 December 2017, under section 5 of the Education Act 2005

p.5

Information about this school

 This is a larger than average sized primary school  The proportion of disadvantaged pupils is below the national average.  The proportion of pupils who speak English as an additional language is below the national average.  The proportion of pupils who receive support for their special educational needs is lower than the national average. The proportion of pupils who have an education, health and care plan is lower than the national average.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 14 and 15 September 2021

p.5

6

This was the first routine inspection the school received since the COVID-19 (coronavirus) pandemic began. The lead inspector discussed the impact of the pandemic with school leaders and took that into account in his evaluation.

p.6

6

 The inspectors met with the headteacher, deputy headteacher, senior leaders, SEND coordinator and curriculum leaders. The inspectors met with members of the teaching staff and with teaching support staff. The inspectors met with members of the governing body and the school business manager. The lead inspector spoke to a representative from the local authority.  The inspectors undertook deep dives into the following subjects: Reading, mathematics, English, art and history. For each deep dive, the inspector met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors checked documents relating to safeguarding on the school’s online recording system. The inspectors looked at safeguarding policies and procedures. The inspectors talked to staff about how they keep pupils safe. The inspectors

p.6

6

talked to pupils about how they learn to stay safe.  The lead inspector observed lunchtime in the dinner hall and talked to children about their views of the school.  The inspectors met with staff to discuss the training they have received, how leaders support them and how workload is managed.  The inspectors took account of the 17 responses to Ofsted online questionnaire Parent View, including free text commentaries. The lead inspector considered the 53 responses to Ofsted’s questionnaire for pupils and the 21 responses to Ofsted’s questionnaire for staff.

p.6

Inspection team

Jaimie Holbrook, lead inspector Ofsted Inspector

p.6

Inspection team

Janet Keefe Ofsted Inspector 14 and 15 September 2021

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7