Schools & FE · Report card

Broadwas CofE Aided Primary School

Inspected 3 Feb 2026 · published 20 Apr 2026 · URN 116870

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Summary

No overall grade in this frameworkSafeguarding met

Stuart Clarkson (lead), Darryl Asbury

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
3 Feb 2026
Inspectors verified
Darryl Asbury, Stuart Clarkson
Postcode verified
WR6 5NE
Name on report verified
Broadwas CofE Aided Primary School
Safeguarding verified
Met
URN verified
116870

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+80Very positivemore positive than 67% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositiveconsistentlyhigh-qualityeffectivefeel safesuccessfullythrive

Criticismconcernspoorfall behindnot alwayspersistent absenceabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1671w+82
Leadership197w+73
Safeguarding51w−11
What needs to improve87w+60

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,005; about usual (typical 1698)
Reading level: Hard; Flesch 40, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Broadwas CofE Aided Primary School

Address: Broadwas, Worcester, Worcestershire, WR6 5NE Unique reference number (URN): 116870

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Strong standard

The school places inclusion at the heart of everything it does. The ethos of inclusion is deeply established. Leaders and staff ensure that every child is supported to thrive, whatever their starting point or background. Staff work together to consistently identify pupils’ needs swiftly and accurately, including those who face barriers to their learning and/or wellbeing. This helps pupils to feel valued, involved and confident in their learning. Pupils’ growing confidence in speaking, learning and engaging with each other socially is a strength of the school.

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Inclusion Strong standard

The school's high expectations are central to its approach. Staff are determined that every child can and will succeed. This is reflected in high-quality teaching, especially in reading, writing and mathematics. Staff make purposeful adaptations to meet pupils’ needs. This enables pupils to access the curriculum meaningfully. Training for staff is thoughtfully matched to the school's inclusion priorities. This ensures that staff have the same knowledge and skills needed to tailor learning to pupils' needs.

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Inclusion Strong standard

Additional funding for pupils who are disadvantaged is spent effectively, informed by educational research. This has a highly positive impact on pupils’ outcomes from their starting points. It also strengthens their experiences as they develop as young people. Leaders understand the barriers that pupils who are disadvantaged face and work tirelessly to remove these, so that every pupil can succeed. This leads to a positive culture of belonging for all.

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Achievement Expected standard

Leaders have identified clear priorities and actions since the last inspection. These are having a positive impact, particularly on pupils' writing and presentation. Staff build pupils' key knowledge and skills effectively across the curriculum, so that pupils know and remember more as they move through the school.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve above or close to national averages at the expected standard in reading, writing and mathematics by the end of key stage 2. Leaders are continuing to develop pupils’ skills around the multiplication tables check at the end of Year 4. Pupils' outcomes in phonics, most recently, are above national average and show significant improvement over time.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities typically achieve well from their starting points. Staff provide targeted support to help these pupils prepare successfully for their next stage of learning.

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Attendance and behaviour Expected standard

Leaders and staff promote attendance well. This means most pupils attend school most days. Attendance data is analysed closely to identify patterns and trends. Leaders use information to identify the causes of absence. They work closely with families and external agencies to provide support and reduce persistent absence. Pupils' overall attendance is close to national figures over time and, often, above national figures.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. They have positive attitudes to learning. Leaders have established clear expectations, and staff apply them consistently. This creates a calm and respectful environment where pupils feel safe. Leaders use rewards, such as house points, certificates, celebration assemblies and seeing the dog mentor, to motivate pupils and reinforce positive habits. Incidents of poor behaviour are managed effectively. The school helps pupils to successfully resolve their differences and understand the consequences of any unkind behaviour. As a result, pupils feel valued and listened to. Discrimination is not tolerated, and leaders respond swiftly when concerns arise.

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Attendance and behaviour Expected standard

Staff make thoughtful adaptations for pupils with special educational needs and/or disabilities so that they can engage positively with routines. During social times, pupils generally interact respectfully and show consideration for others. Leaders monitor pupils' behaviour closely and take prompt action when needed.

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Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that reflects the school’s context. There are many strengths in the curriculum, especially in reading, writing and mathematics. Leaders recognise that there are still some areas to improve in subjects beyond these. They know precisely what actions they need to take to ensure that teaching is consistently high quality in all areas of the curriculum. The curriculum, overall, is well sequenced and builds pupils' knowledge successfully over time.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge to develop the understanding that pupils need for later learning. They develop pupils’ knowledge well in reading, writing and mathematics. Phonics is taught systematically, and pupils who fall behind typically catch up and keep up quickly. Teachers extend pupils’ vocabulary through purposeful talk and planned activities.

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Curriculum and teaching Expected standard

Staff accurately identify pupils' next steps in learning. For example, personalised targets are used effectively to support pupils' progress. Generally, staff adapt lessons appropriately for pupils, including those who are disadvantaged, those with special educational needs and/or disabilities and pupils known to children’s social care. This ensures that pupils access the same learning as their peers. Leaders also recognise that some staff do not always adapt their learning activities as consistently as other staff. Pupils benefit from additional support and teaching sessions that are implemented effectively. These sessions are a strength of the curriculum.

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Early years Expected standard

Since the last inspection, the on-site pre-school has amalgamated with the whole school to develop a broader early years provision. Leaders have designed a well ‑ sequenced early years curriculum that builds children’s knowledge securely from the start of Nursery to the end of the Reception Year. They know there are areas that need to be developed and embedded, such as the development of personal characteristics. Staff focus on children's personal, social and emotional development from the moment they start school. This focus helps children to develop confidence, self-regulate and build positive relationships. Children are happy and willing to talk to adults about their feelings and their achievements in school and at home.

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Early years Expected standard

Experienced staff know children well. They use their knowledge to shape learning and provide timely support. Staff work with external agencies effectively when children need any additional support. Staff help children grow their vocabulary by showing them how to use new words and giving them the support they need to practise them. The outdoor environment provides suitably resourced spaces that promote physical development, language and exploration.

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Early years Expected standard

Reading is prioritised well, and children benefit from regular high-quality phonics sessions. The school works closely with parents and carers so they can support early reading at home. Leaders focus on early writing, including through activities that help to develop children’s presentation and letter formation. Overall, children engage well and are prepared effectively for Year 1.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and areas for development. They take appropriate action to improve the school's provision and outcomes, particularly for pupils who are disadvantaged, those with special educational needs and/or disabilities and pupils known to children’s social care. The impact of leaders' actions can be seen across the school, including pupils' writing and positive attendance. Leaders and governors make decisions that put pupils’ learning, safety and wellbeing first. Leaders make carefully considered decisions that reflect the school’s context and priorities.

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Leadership and governance Expected standard

Governors fulfil their roles well, understand the school’s context and hold leaders to account appropriately. However, there are some shortfalls in how governors review policies.

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Leadership and governance Expected standard

Leaders ensure that the curriculum is ambitious and inclusive. They monitor the quality of teaching regularly and make sure that staff access a coherent professional learning programme that builds their expertise over time.

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Leadership and governance Expected standard

Leaders foster a culture of openness and trust. They are mindful of staff workload and wellbeing. They take effective steps to manage workload, including through their work with external agencies to promote staff wellbeing across the school. Leaders and governors develop and maintain highly constructive relationships with parents, carers and the wider community.

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