Church Broughton CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Church Broughton CofE Primary School Main Street, Church Broughton, Derby, Derbyshire DE65 5AS

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Outcome

Church Broughton CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Central to the school are the values of ‘care, believe, succeed’. These guide pupils successfully in their actions. These values underpin the school’s ambition for all pupils to succeed and pupils do achieve well.

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What is it like to attend this school?

Pupils care about one another. They understand and respect each other’s differences. Pupils recognise that, ‘We are all unique in our own way.’ Pupils learn about how they should care for others. They raise money for local charities. The school participates in community life such as the May Day festival. These activities create a sense of community responsibility.

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What is it like to attend this school?

Pupils are happy in school. They appreciate the wide range of opportunities to explore their talents and interests. The school encourages pupils to share their own talents with others. For instance, pupils run their own magic and singing clubs.

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What is it like to attend this school?

The school is a calm place where pupils get on well together. Pupils say they know who to go to if they are worried. The recent introduction of class ‘worry monsters’ helps pupils share their concerns. They know these concerns will be dealt with. Pupils say they feel safe.

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

The school ensures that pupils start to learn to read as soon as they begin in the Reception Year. The school provides training so that teachers have the knowledge to support pupils to learn to read. Teachers choose books that match the stage that pupils 8 October 2024

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are at. This means that pupils soon become confident and fluent readers. If pupils fall behind, they receive the support they need. They soon catch up. Pupils say that they enjoy reading.

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The school has established an ambitious curriculum. It sets out the key knowledge pupils need to know and remember. The school supports teachers so that they have the requisite subject knowledge to teach effectively. Teachers break the curriculum down into manageable steps. In a few instances, learning activities do not always support the needs of some pupils with special educational needs and/or disabilities (SEND). Adaptations to learning activities do not always suit their needs. This means that a few of these pupils do not do as well as they could. The school makes sure that important prior knowledge is regularly revisited. This helps pupils to remember what they have been taught. The school regularly checks how pupils are doing. Pupils enjoy their learning.

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Children in the early years settle well. Staff ensure that routines are quickly established. Learning activities have a purpose. For example, an autumn colour activity was linked to the topic for the term. This encouraged children to understand the concept of matching pairs in mathematics. Well-planned activities help children to work independently or with others. Adults pose appropriate questions that challenge children’s thinking. The setting is a happy place where children get on with each other.

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The school teaches pupils to take pride in themselves and their actions. The five positive learning behaviours are described through ‘PRIDE’: ‘perseverance, respect, independence, distractions and explain’. These help pupils to manage their behaviours and guide adults and pupils in their actions. However, these principles are not always applied consistently. This means that, on a few occasions, pupils do not respond quickly enough to instructions and low-level disruption can occur. The ‘PRIDE’ awards celebrate the actions of pupils who demonstrate the learning behaviours. The school ensures that routines are well established in the school. Pupils move calmly around the school. They play well with each other at playtimes and lunchtimes. Pupils enjoy coming to school and attend regularly.

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The school provides a range of clubs and activities. There are opportunities for pupils to hold positions of responsibility. School councillors organise events for charity. Movie and popcorn nights, along with ‘water battles’, raise money for charity. The ‘Genesis group’ takes responsibility for helping to organise collective worship. Pupils are proud of the work they do. The knowledge that pupils need to have about different religions and cultures is not always made explicit enough. Pupils do not yet have a sound understanding of different faiths and cultures. However, they do have an age-appropriate understanding of British values. The school teaches pupils to keep healthy and safe. This includes staying safe when working online.

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Leaders, including those responsible for governance, have a clear understanding of their school. The school has identified actions required to bring about improvements. The school cares for its staff. It made recent changes to the curriculum and subject leadership, which has helped with staff workload. 8 October 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few instances, learning activities do not always support the needs of some pupils with SEND. Adaptations to learning activities do not always suit their needs. This means that a few of these pupils do not do as well as they could. The school should ensure that learning is adapted to suit all pupils’ needs and that all support is precise, timely and consistently applied.  The new behaviour policy has been introduced, but is not always applied consistently. This means that, on a few occasions, pupils do not respond quickly enough to instructions and low-level disruption can occur. The school should ensure that this policy is being applied by all staff consistently.  The knowledge that pupils need to know and remember about some religions and cultures is not shared well enough. As a result, pupils do not yet have a sound understanding of different faiths and cultures. The school should review the curriculum

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(Information for the school and appropriate authority)

to create more opportunities for pupils to understand other religions and cultures so that they have a greater understanding of multicultural Britain.

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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.

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Background

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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 8 October 2024

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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.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 October 2024

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School details

Appropriate authority The governing body

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School details

Website www.churchbroughton.derbyshire.sch.uk

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School details

Dates of previous inspection 23 and 24 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is a part of The Dove Federation of schools.  The school does not make use of any alternative providers.  The school is part of the Diocese of Derby. It was last inspected under Section 48 of the Education Act 2005 in March 2020. The school’s next section 48 inspection will be within eight school years.  The school has a head of school and an executive headteacher.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, the executive headteacher and the special educational needs coordinator (SENCO). 8 October 2024

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 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector met with three members of the governing body, including the chair.  Inspectors took account of the responses to Parent View, including free-text responses, Ofsted’s survey for school staff and pupil survey. An inspector spoke informally to parents at the beginning and end of the school day. They considered two letters from parents.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime. They scrutinised the school’s records for

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Inspection team

Mark Anderson, lead inspector His Majesty’s Inspector

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Inspection team

Caroline Evans Ofsted Inspector 8 October 2024

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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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