Broad Town Church of England Primary School

Inspection of a good school: Broad Town Church of England Primary School Broad Town, Wootton Bassett, Swindon, Wiltshire SN4 7RE

p.1

Outcome

Broad Town Church of England Primary School continues to be a good school.

p.1

What is it like to attend this school?

‘A bright future for all’ is an integral part of the day-to-day life of the school. Pupils enjoy attending Broad Town Church of England Primary School. They are polite, kind and respectful towards one another. Relationships with adults are positive. Adults know the pupils and their families well. As a result, pupils are happy and feel safe.

p.1

What is it like to attend this school?

Pupils behave well. Staff have high expectations of pupils. The school’s values underpin these expectations. Pupils know that it is important to treat everyone equally. They talk confidently about difference and learn about many faiths and cultures. This supports pupils to be well prepared for life beyond Broad Town.

p.1

What is it like to attend this school?

The school is very much at the heart of the community. Pupils make a positive contribution to the community and beyond. They are ‘village ambassadors’. They decorate the village bus shelter with themed events throughout the year. Pupils serve drinks and food to volunteers, governors and members of the village at the school tea party. They understand the importance of making a positive contribution to society.

p.1

What is it like to attend this school?

Staff and pupils are proud to be part of the school family. Parents are unanimously supportive of the school. They appreciate the welcoming and supportive environment, where their children are happy.

p.1

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

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). In some subjects, leaders have identified the important knowledge they want pupils to know, and by when. This helps pupils to build knowledge well over time. Where appropriate, adaptations support pupils with SEND to learn the same curriculum alongside their peers. There is a strong focus on developing children’s understanding of number from Reception Year. Older pupils practise their recall of number facts and times tables through regular ‘flashback 4’. This helps them to confidently solve problems and develop their reasoning skills. 18 July 2023

p.1

2

However, this is not the case in some wider curriculum subjects. In history, leaders have not identified all of the substantive knowledge they want pupils to know and remember. This means that pupils do not develop a depth of understanding in some historical concepts. For example, pupils learn about important people such as Guy Fawkes; however, they do not understand why he is significant or the impact he had on Britain.

p.2

2

In some areas of the curriculum, leaders confidently check on the implementation of the subject and what pupils remember. They identify what is working well, gaps in pupils’ knowledge and next steps. However, not all leaders have such an insightful overview of the effectiveness of the curriculum subject they lead. This means they do not have an accurate understanding of how well pupils build knowledge or of the strengths and weaknesses in the subject.

p.2

2

Reading is a priority for leaders. Pupils enjoy reading and talk enthusiastically about books and their favourite authors. There has been a strong focus on developing a love of reading. Pupils enjoy the ‘reading cabin’ as well as the book swaps that take place after school. Leaders have recently implemented a new phonics programme that supports pupils to learn to read well. Children start to learn to read as soon as they start in Reception Year. Teachers use assessment effectively to identify pupils who need additional support to catch up. Leaders make sure that the books pupils read match the sounds they know. As a result, pupils read with fluency and confidence. Older pupils develop an understanding of retrieval and inference. They confidently use texts to give such examples, and interpret figurative language used in stories. Pupils’ use of ambitious vocabulary is impressive.

p.2

2

Pupils of all ages play well together during social times. They move around the school calmly and sensibly. From Reception Year, pupils are keen to please and eager to learn. Low-level disruption is rare. This helps pupils to focus on their learning and succeed.

p.2

2

Leaders provide many opportunities to broaden pupils’ horizons. Pupils enjoy the varied roles and responsibilities they have. School council members say the decisions they make help to shape the school. For example, Year 6 pupils set up and run a nature club for their peers. Pupils understand the importance of fundamental British values. They say that democracy makes things fair and that individual liberty means they respect their peers’ point of view. Pupils appreciate the wide range of trips, including a recent visit to a solar farm, where they learned about the importance of renewable energy. The virtual tour of the Ashmolean Museum inspired pupils. All of this supports pupils to be well-rounded, confident citizens.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Leaders ensure there is a strong culture of safeguarding. Staff know how to recognise signs of abuse. They know and follow the school’s agreed procedures to report any concerns. Leaders work effectively with external professionals to ensure that pupils and families get the support they need in a timely manner. 18 July 2023

p.2

3

Pupils know how to keep themselves safe, including when online. Through the curriculum, they learn about medicines, drugs and the impact of smoking and vaping. They understand the dangers of online grooming and the importance of keeping personal information safe.

p.3

(Information for the school and appropriate authority)

 In some wider curriculum subjects, the key knowledge leaders want pupils to know and remember has not been identified. As a result, pupils do not learn as well as they could. Leaders need to identify the precise knowledge they want pupils to know and remember, so that they develop a depth of understanding in all curriculum subjects.  Some subject leaders do not have an accurate understanding of the effectiveness of the curriculum. As a result, gaps in pupils’ knowledge are not addressed. Leaders need to check to see how well each subject is implemented, identify what pupils know and remember and help teachers to adapt the curriculum when necessary.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in March 2018.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 18 July 2023

p.3

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. 18 July 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 6 March 2018, under section 5 of the Education Act 2005

p.5

Information about this school

 Broad Town Church of England Primary School is smaller than average. There are three mixed-age classes.  The school uses one unregistered alternative provider.  The school is part of the Diocese of Salisbury. It was inspected under section 48 of the Education Act 2005 in June 2023, where it was judged to be good.

p.5

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.  Inspectors met with school leaders, subject leaders and members of the governing board and spoke to a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. 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. 18 July 2023

p.5

6

 The lead inspector listened to pupils from Years 1,2 and 3 read to a familiar adult.  The lead inspector reviewed the school’s safeguarding documentation, including records of safeguarding checks carried out on staff working at the school. She met with the designated safeguarding lead. Inspectors spoke with pupils and staff about safeguarding practices.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View.

p.6

Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

p.6

Inspection team

Steph Matthews His Majesty’s Inspector 18 July 2023

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