Broad Heath Community Primary School

Broad Heath Community Primary School

Address: Hanford Close, Coventry, Coventry, West Midlands, CV6 5DP Unique reference number (URN): 103672

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Inclusion is central to everything that the school does. The school meets the diverse needs of its pupils with ambition and equity in classrooms, pastoral work and wider opportunities. The school supports pupils with special educational needs and/or disabilities very well. Staff adapt teaching in a highly effective way and review targets so pupils with additional needs fully access, participate, and progress in all aspects of the school's work. Leaders use specialist provision to ensure precise and carefully-tailored support. The 'Hive' offers a personalised curriculum, community visits, and life ‑ skills work, which grow pupils' aspirations and independence. Leaders support families to gain the confidence to sustain the strategies used at school when pupils are at home through visits and modelling. The 'Hub' focuses on bespoke support to quickly reduce any barriers so that pupils are well prepared,

p.2

Inclusion Strong standard

academically and socially, to engage in learning alongside their peers.

p.2

Inclusion Strong standard

Leaders' precise analysis of the individual needs of pupils who are disadvantaged or those who are known or previously known to social care ensures that any additional funding is utilised to the full to make sure that pupils get the right help and at the right time. They ensure that the most vulnerable pupils benefit highly from all the school has to offer. Disadvantaged pupils participate widely and achieve well over time.

p.2

Personal development and wellbeing Strong standard

The school has built a coherent and extensive personal development curriculum, tailored to the school's context, that families trust and value. Pupils learn about personal, social and health education, relationships, citizenship and British values. They live and breathe the school's values and act with kindness, respect, and empathy.

p.2

Personal development and wellbeing Strong standard

The personal development programme draws on local culture and aspiration. It sequences knowledge carefully so pupils remember and apply it in daily choices. Pupils understand consent, healthy friendships, and online safety. They take pride in their leadership roles, being positive role models and contributing to community and charity events. The school promotes healthy lifestyles through structured teaching and a broad sporting offer that makes best use of the school's extensive facilities. The school provides a wide ranging enrichment programme that develops pupils' talents and interests. This includes a vast array of sporting, environmental and creative opportunities, as well as an exciting robotics programme that pupils enthusiastically engage with. Leaders’ inclusive work removes barriers so every child can take part. They check take ‑ up so access is fair and wide. All pupils benefit highly from this offer.

p.2

Personal development and wellbeing Strong standard

Pastoral care is strong. Staff identify vulnerable pupils precisely and deliver whole ‑ family support that makes a clear difference. Leaders carefully evaluate the effectiveness of any academic and pastoral support to ensure that it makes a difference, particularly for the most disadvantaged pupils.

p.2

Personal development and wellbeing Strong standard

Careers education raises aspirations through events and curriculum links, so pupils can see themselves in a wide range of futures. Pupils feel welcome and valued, access all opportunities, and understand difference and diversity. They know why bullying is wrong and

p.2

Expected standard

trust adults to keep them safe. Pupils speak confidently about values and about life in modern Britain. The extensive opportunities provided shape confident, compassionate young people who are well prepared for next steps in learning and in life.

p.3

Achievement Expected standard

Most pupils achieve well overall, including disadvantaged pupils and those who may face barriers to their learning. Pupils progress well throughout the curriculum, particularly in writing and mathematics, where pupils typically achieve better than is typical nationally. Pupils' work across the curriculum is generally of a high quality.

p.3

Achievement Expected standard

Leaders focus on building strong foundations from the start. For example, they have prioritised that pupils develop the phonics knowledge they need to develop into fluent readers. Their work has been effective in ensuring that most pupils develop strong phonics knowledge, swiftly closing any language gaps that pupils may have when they join the school. Reading remains a priority area as pupils move into key stage 2. The school's new approach to teaching reading is being refined to sustain improvements in how well pupils read. Pupils achieve highly positive outcomes in the multiplication checks, meaning that they develop strong foundations to achieve well in mathematics.

p.3

Attendance and behaviour Expected standard

Generally most pupils attend well. The school's action to work with families to understand the importance of high attendance is having a positive impact. However, some pupils continue to be absent from school too often, so they are missing out on their learning and all the school has to offer. Staff are continuing to work with families in a supportive way to remove obstacles to regular attendance. However, leaders’ analysis does not yet identify the most effective strategies to remove any barriers to consistently high attendance.

p.3

Attendance and behaviour Expected standard

Behaviour is highly positive in classrooms and around the school. Pupils conduct themselves cheerfully and respectfully at all times. They welcome visitors with a smile and a handshake and demonstrate enthusiastic attitudes towards all aspects of school life. They treat each other with respect and kindness and exemplify the school's inclusive and caring culture. They settle to learning quickly, and show great pride in their work. Staff create a calm, nurturing environment and use tailored adjustments to help pupils regulate emotions, which supports success in class and at social times. Bullying and discrimination are exceptionally rare and not tolerated. Staff record any incidents of poor behaviour carefully, analyse patterns, and follow up swiftly to provide pupils with the support they need.

p.3

Curriculum and teaching Expected standard

The school offers a broad, ambitious curriculum. Leaders have carefully designed and sequenced a curriculum that builds pupils' knowledge successfully over time. Staff prioritise securing the basics of reading, and a positive reading culture is evident. Leaders have sharpened the approach for the teaching of reading and use careful checks to address gaps for pupils who need help with language development. Overall, the curriculum is generally taught well. In most lessons there is a consistency of approach. On occasion, teaching does not identify and address pupils' misconceptions or identify when pupils are ready to move on to more-complex learning.

p.3

Curriculum and teaching Expected standard

Leaders are taking effective action to secure greater consistency of teaching across all subjects, with coaching and ongoing development for all staff. Leaders ensure that staff develop strong and secure subject knowledge, providing clear guidance that helps teachers prioritise the most important foundational knowledge pupils need to learn well. Staff are highly skilled in identifying and addressing the needs of pupils with special educational needs and/or disabilities. Both in lessons and within the school’s specialist provisions, pupils are effectively supported to build essential life and social skills. Leaders maintain an accurate, evidence-informed understanding of the quality of provision and act promptly on their findings to refine and strengthen practice further.

p.4

Early years Expected standard

Children settle quickly into a calm, purposeful and nurturing environment in the Nursery and Reception classes. They are happy and show enjoyment in their learning. Staff work well with parents and carers to build strong relationships, share children's successes and provide tips to support their children's continued learning at home. The curriculum builds children's skills across all areas of learning and generally pupils gain the knowledge and skills that they need to be ready for their next stages in learning.

p.4

Early years Expected standard

Many children join the school with limited spoken English skills. Leaders have begun to strengthen their work to identify precisely where gaps exist and provide support for children so that they gain the language and communication skills that they need. These improvements include strengthening the phonics programme and its delivery, interactive storytelling and the assessment of language skills. However, there is more work to be done to ensure that every opportunity to develop children's language skills is maximised through high-quality interactions with adults throughout all aspects of the school day. Adults sometimes miss chances to extend vocabulary, model and deepen talk during play-based learning.

p.4

Leadership and governance Expected standard

Leaders act with ambition and moral purpose, prioritising curriculum refinement, teachers' use of assessment, reading, inclusion and attendance. They communicate clearly, coach staff well and build effective partnerships. They carefully research and draw upon their local networks before making any changes and implement these with a well considered and measured approach. Governors provide highly effective support and challenge with clear safeguarding oversight. They hold leaders to account for improvement strategies and outcomes.

p.4

Leadership and governance Expected standard

Staff, parents and carers speak very highly of the school, praising its inclusive ethos and open culture. Leaders invest in high-quality coaching so that practice continues to improve. They are very considerate of staff workload and wellbeing and factor this into their development plans. Staff consistently report high regard for their workload and wellbeing. Leaders have improved many areas of the school's work, including the quality of the history, phonics and the mathematics curriculum, where agreed teaching approaches are established and the way learning builds is clear. Subject leaders ensure that staff know how knowledge builds over time and enrich learning with purposeful visits. Leaders use feedback, modelling, and training to build staff expertise and check impact. Leaders have identified the right priorities for improvement.

p.4

Leadership and governance Expected standard

The school deploys skilled pastoral and special educational needs and/or disabilities teams and has established effective specialist provisions to remove barriers so that the most vulnerable pupils benefit. Leaders and governors always place the best interest of pupils at the heart of their decision-making. Ensuring that pupils feel they belong, personal development and wellbeing are clear strengths and central to the school's highly inclusive and ambitious culture.

p.5

What it's like to be a pupil at this school

Pupils feel a strong sense of belonging and thrive in a school that prioritises their safety, wellbeing and success. Staff keep them safe and know them well. They act quickly if concerns arise. Pupils move around school calmly and cheerfully, greeting visitors with confidence and courtesy. Behaviour stays positive in lessons and at social times. Pupils exemplify the school’s ‘be kind, be respectful, be our best’ mantra and show pride in learning. Staff deal with bullying swiftly when it occurs, and it happens rarely. Most pupils attend well, but some still miss too much time at school.

p.5

What it's like to be a pupil at this school

Disadvantaged pupils thrive and achieve well. Staff act quickly and effectively when gaps appear in pupils' knowledge so they do not fall behind. Pupils with special educational needs and/or disabilities are well supported so they learn successfully alongside their peers. Leaders and staff know pupils’ needs in detail so they benefit from tailored provision in classrooms and within the ‘Hive’ and ‘Hub’, where specialist support is on offer. In the early years, children settle well and prepare securely for the next stage, though there is scope for them to develop their range of vocabulary further.

p.5

What it's like to be a pupil at this school

Pupils enjoy coming to school and speak enthusiastically about the extensive range of opportunities available. They take part in clubs, trips and cultural celebrations that build confidence and resilience. Facilities such as the robotics lab, the swimming pool and green room make learning exciting and purposeful. Pupils take pride in their leadership roles, including those on the school council and ‘citizen of the week’. These opportunities give pupils a voice and help them understand responsibility and democracy. Pupils grow into confident, respectful and responsible young people who live out the school’s motto to ‘give, gain and grow’.

p.5

Next steps

• Leaders should improve teachers' use of assessment to consistently identify and address misconceptions swiftly and move pupils on when ready. Thus ensuring that there is high

p.5

Lead inspector:

Catherine Young, His Majesty's Inspector

p.6

Team inspectors:

Clair McNeill, Ofsted Inspector Marilyn Mottram, Ofsted Inspector Sam Cosgrove, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. challenge and stronger outcomes across subjects. • Leaders should maximise language ‑ rich, high ‑ quality interactions so that children develop the communication and language skills they need to be very well prepared for their next steps. • Leaders should strengthen their attendance strategies to identify what works best, remove barriers for key groups of pupils and reduce persistent absence further.

p.6

About this inspection

The chair of the board of governors in this school is Mr Abdul Khan.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders, including the headteacher and other leaders. They also spoke with a representative from the local authority and members of the governing body.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not currently use alternative provision.

p.6

About this inspection

The school runs a Nursery class for children aged 3 to 4 years old.

p.6

About this inspection

Headteacher: Joss Andrews This data is from 13 January 2026

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2024/25 (revised) 58% 62% Close to average

p.9

average

2023/24 (final) 67% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 74% 75% Close to average

p.9

average

2023/24 (final) 74% 74% Close to average

p.9

average

2022/23 (final) 73% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (revised) 73% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 76% 74% Close to average

p.10

average

2023/24 (final) 75% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (revised) 53% 47% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

national average

2024/25 (revised) 65% 63% Close to average

p.11

national average

2022/23 (final) 68% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (revised) 71% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2024/25 (2 term) 5.6% 5.2% Close to average

p.13

national average

2023/24 (3 term) 6.0% 5.5% Close to average

p.13

national average

2022/23 (3 term) 5.6% 5.9% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (2 term) 15.4% 13.3% Close to average

p.14

national average

2023/24 (3 term) 17.9% 14.6% Close to average

p.14

national average

2022/23 (3 term) 15.7% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15