Broomhill Infant & Nursery School

Inspection of Broomhill Infant & Nursery School Fermaine Avenue, Brislington, Bristol BS4 4UY

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Inspection dates: 19 and 20 October 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 19 and 20 October 2022

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What is it like to attend this school?

The school is a friendly, happy and inclusive place for pupils to learn. Leaders and staff aspire for all pupils to succeed. The school’s motto, ‘Nature, Nurture, Knowledge’, is carefully woven into exciting learning experiences for pupils. Pupils are excited to find things out and keen to do their best. As a result, there is a purposeful buzz of activity throughout the school.

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What is it like to attend this school?

Pupils in the ‘Blossoms’ specialist provision are included in all aspects of school life. Parents and carers are delighted with how well their children learn. Comments from parents included: ‘My child is flourishing,’ and ‘They have made big improvements.’

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What is it like to attend this school?

Pupils are caring, polite and respectful. They listen to others and behave well because they understand what is expected of them. Pupils understand that everyone is different and they accept people for who they are.

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What is it like to attend this school?

Pastoral provision is exceptionally effective. Staff are kind and supportive. They develop good relationships with pupils. As a result, pupils feel safe and well cared for. Pupils confirm that bullying is rare. They are confident that adults quickly sort out any problems that might arise.

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better?

Leaders, including governors, are committed to providing pupils with a high-quality education. Leaders carefully consider pupils’ needs. They help staff to design a rich, interesting curriculum, with well-planned sequences of learning. Staff morale is high. They feel well supported by leaders.

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better?

Staff make effective use of the school grounds to provide stimulating experiences that motivate pupils to explore. For example, pupils enjoyed building dens for their teddy bears during ‘Tinkering Tuesday’.

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better?

Pupils with special educational needs and/or disabilities (SEND) benefit from sharply focused additional support. Pupils learn with their peers and achieve well. For example, during music lessons, pupils take delight in moving their bodies and playing instruments in time to the music. All pupils in the school learn sign language. This helps pupils who are still developing their speech and language to communicate with others.

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better?

Staff inspire pupils to love reading. Children learn to read as soon as they start school. They read regularly. Leaders have implemented a new phonics programme, which has improved the consistency of the teaching of reading. Some pupils find reading difficult, but additional support is improving their confidence and fluency. Pupils love listening to stories. Children in the Nursery Year enjoy using props to act out ‘We’re Going on a Bear Hunt’. 19 and 20 October 2022

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Teachers ensure that pupils develop knowledge and skills in a broad range of subjects. For example, children in the early years count and compare numbers of conkers, using vocabulary such as ‘more’ and ‘less’. They fill containers with sand and water to develop an understanding of capacity.

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Staff use effective assessment to check how well pupils learn the curriculum. They adapt learning, when necessary, in order to consolidate pupils’ knowledge. However, some pupils have gaps in their learning, in part due to COVID-19. Leaders provide additional support to help remedy these knowledge gaps. However, this is in its infancy and the impact is yet to be seen.

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Pupils have positive attitudes to learning and concentrate well. Low-level disruption is rare. ‘The Nest’ provides a safe, calm space for the minority of pupils who find it hard to manage their emotions. Pupils practise mindfulness, listen to music and enjoy taking Jack the dog for walks. They are encouraged to talk about their feelings, which helps them to recognise and manage their emotions appropriately.

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The school supports pupils’ personal development well. For example, pupils learn about different faiths. They visit a local synagogue. Pupils learn to care for others. They donate items to a local food bank and raise money for charity. If pupils feel lonely, they know they can sit on the ‘buddy bench’ and someone will come and talk to them.

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Pupils develop their independence and learn to take risks, for instance through climbing trees and building assault courses. Pupils can join clubs such as woodwork and cookery. They enjoy taking on positions of responsibility when they become eco warriors or members of the school council.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders prioritise safeguarding. They carry out the necessary checks to ensure that staff are safe to work with children. Leaders provide training for all staff. This ensures that they understand how to refer concerns. Leaders act swiftly when they believe a pupil to be at risk. Therefore, pupils get the help they need. Leaders maintain detailed records and regularly check the impact of their actions.

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Safeguarding

Pupils learn about online safety and road safety. Pupils find out about people who keep us safe, including when the police and fire service visit.

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(Information for the school and appropriate authority)

 Some pupils have gaps in their knowledge. This means that they are unable to build their knowledge as well as they could. Leaders should continue to provide 19 and 20 October 2022

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pupils with sharply focused support, so that they know more and remember more.

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 19 and 20 October 2022

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School details

Website www.broomhill-inf.bristol.sch.uk

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Dates of previous inspection

22 and 23 January 2019, under section 5 of the Education Act 2005

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Information about this school

 Several new leaders have been appointed since the last inspection.  The school has a specially resourced provision for pupils with a range of SEND. Pupils attend mainstream classes for part of every day.  The school provides specialist nurture support.  The school provides breakfast, after-school and holiday clubs.  The school does not use any alternative providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 19 and 20 October 2022

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 Inspectors held meetings with the headteacher and deputy headteacher. They also met with the special educational needs coordinator and the early years leader.  The lead inspector held a meeting with a group of governors. They also had a telephone conversation with a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, music and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors reviewed the school’s safeguarding records and checked the school’s single central record. They discussed safeguarding arrangements with designated safeguarding leaders. Inspectors also spoke to pupils and adults about safety.  Inspectors observed pupils’ behaviour at various times of the day, including

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during breakfast club, breaktime and lunchtime.  Inspectors spoke to pupils, staff and parents to gather their views. They reviewed 51 responses to Ofsted’s online survey, Ofsted Parent View, along with free-text comments. They also took account of the responses to Ofsted’s staff and pupil surveys.

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Inspection team

Catherine Beeks, lead inspector Ofsted Inspector

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Inspection team

Sandra Woodman Ofsted Inspector 19 and 20 October 2022

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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.

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