Scott-Broadwood CofE Infant School

Scott-Broadwood CofE Infant School

Address: The Street, Capel, Dorking, Surrey, RH5 5JX Unique reference number (URN): 149388

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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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Achievement Expected standard

Pupils achieve well at this school. The curriculum is designed to ensure that foundational skills are taught explicitly, with many opportunities for pupils to apply and practise them. As a result, all groups of pupils make secure progress from their starting points in reading, writing and mathematics. The proportion of pupils who pass the Year 1 phonics screening check has increased steadily in recent years.

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Achievement Expected standard

Pupils enjoy their learning across the wider curriculum and make clear progress in these subjects. The quality of their work in the wider curriculum is in line with their achievement in the core subjects. Pupils take pride in their work and present it with care. Regular handwriting lessons help pupils to develop legible and increasingly fluent handwriting.

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Achievement Expected standard

At times, staff do not give pupils timely feedback on mistakes in their writing, such as incorrect spellings of key words or inaccuracies in letter formation. When this happens, these errors can persist over time.

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Attendance and behaviour Expected standard

Leaders have a clear and accurate understanding of attendance and behaviour across the school. They review attendance information regularly, looking at whole school trends as well as patterns for different groups of pupils. This enables them to identify barriers and respond quickly. Communication with families follows an organised approach so that expectations are clear and consistent. Leaders use their analysis to put early support in place to address any difficulties. They work closely with parents and carers to rebuild routines and encourage positive habits. These actions improve attendance for some pupils. Attendance and persistent absence remain consistently in line with national figures.

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Attendance and behaviour Expected standard

Caring relationships across the school help create an environment where pupils behave positively and responsibly. They follow routines well and show kindness and courtesy, including when moving around the school independently. At social times, pupils manage the exciting equipment sensibly and tidy it away for others to use. In lessons, they listen carefully, respond well to adults and work positively with their peers. Serious behaviour incidents are very rare and closely monitored. Sensitive adjustments support pupils who need extra help. At times, pupils struggle to distinguish between bullying and isolated unkind behaviour.

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Curriculum and teaching Expected standard

Leaders have designed a well-considered curriculum that takes account of the school’s mixed-age classes and ensures that year groups are taught separately when appropriate, such as in mathematics. The curriculum identifies the knowledge and skills pupils need with regular opportunities to revisit previous learning. Key vocabulary is taught explicitly. Pupils rehearse and apply this language in their learning. Across the wider curriculum, pupils follow coherent sequences of learning that prepare them to answer meaningful ‘big questions’. Teachers generally demonstrate secure subject knowledge. Teaching is consistent because leaders make it a key focus in the training and support they give to staff. Typically, teachers make adaptations, which mean that pupils who need extra help, including those with special educational needs and/or disabilities, participate successfully in lessons. Leaders ensure that pupils apply their reading and writing skills across wider subjects. Early reading is

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Curriculum and teaching Expected standard

taught well. Pupils who need to catch up benefit from effective, well-supported interventions.

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Curriculum and teaching Expected standard

Leaders check how well the curriculum is delivered and use this to identify where improvements are needed. This has led to targeted support, for example in art, to strengthen staff's confidence. Curriculum monitoring does not yet include a clear focus on how well disadvantaged pupils are supported across different subjects.

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Early years Expected standard

In the early years, staff interact with children in thoughtful and purposeful ways that support their learning and development. Staff plan explicit opportunities to build children’s language across the curriculum. These include prioritising high-quality conversations and demonstrating language. This helps children to understand and use key vocabulary with growing confidence. Timely intervention and precise feedback enable children to refine their ideas and make secure gains in their learning.

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Early years Expected standard

Early reading is prioritised. Phonics is taught effectively. Teaching takes place in small groups, which provide targeted support. Children are engaged in their learning and frequently use their phonics knowledge when working independently, including writing increasingly complex words.

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Early years Expected standard

Transition into Year 1 is effective. Mixed-age classes mean that some children remain with familiar staff, and very close communication between teachers further supports continuity in learning.

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Early years Expected standard

Tasks are usually designed carefully to match curriculum intentions, and resources are used proactively throughout the environment to support all groups of learners, including those with special educational needs and/or disabilities. This helps children access the curriculum successfully. Sometimes activities do not provide enough extended opportunities for children to practise their reading and writing, which can limit how well children begin to do things independently.

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Inclusion Expected standard

Leaders have established clear systems to identify and assess pupils’ needs, including those with special educational needs and/or disabilities. For example, screening all pupils on entry to the Reception Year identifies early concerns in communication and language. Leaders and staff know pupils well, which enables them to recognise emerging needs and respond promptly with appropriate support. Leaders work closely with teachers to monitor support, adaptations and any changes in pupils’ needs.

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Inclusion Expected standard

Training focused on developing inclusive classrooms, supported by ongoing guidance, helps staff feel confident in meeting pupils’ needs. Staff are alert to pupils who face additional barriers, and leaders have strengthened systems that ensure that these pupils remain a priority. Leaders work effectively with families and external professionals. Parents and carers of pupils who receive additional support speak positively about the school’s work to support their children. As the school prepares to close and join with another, leaders remain mindful of the support some pupils may require and are putting well-considered plans in place.

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Inclusion Expected standard

Leaders are ambitious in their inclusive approach. The systems in place provide a secure foundation but require further refinement to work together coherently so that pupils’ needs are identified, tracked and supported fully.

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Leadership and governance Expected standard

Leaders, including those in the trust, understand the school’s strengths and make effective use of external evidence to support their evaluation. Leaders are ambitious for the school and respond well to feedback. Strengthening the curriculum has been a key priority in recent years. Regular support from the trust has helped to quality assure the school’s work and provide appropriate challenge and guidance for improvement.

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Leadership and governance Expected standard

The local governance committee provides trustees with valuable insight into the school’s work, including safeguarding, which contributes to effective governance. They remain attentive to the wellbeing of the headteacher and staff, recognising the pressures on a small school and being mindful of the pace of new initiatives. Secure reporting systems ensure clear communication between the committee and trustees.

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Leadership and governance Expected standard

As the school prepares for closure and amalgamation with another school, leaders manage the merger process carefully. They engage thoughtfully with stakeholders. As a result, stakeholders feel well informed and recognise leaders’ commitment to acting in the best interests of pupils.

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Leadership and governance Expected standard

Professional learning supports ongoing improvement and focuses on important aspects of provision, including teaching and meeting pupils’ specific needs. Leaders draw successfully on external partnerships, including support from the trust and a local mathematics hub, which has helped to introduce new initiatives and develop staff's expertise. Staff value the increased opportunities for shared learning that have come through working with the partner school ahead of the merger. They feel well supported with workload and wellbeing.

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Leadership and governance Expected standard

Parents and carers speak highly of the school. They feel their children are well cared for, well known and benefit from an enriched curriculum and positive community links.

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Personal development and wellbeing Expected standard

The school provides a carefully planned and well-sequenced personal development curriculum that extends meaningfully across subjects. An age-appropriate programme of relationships and health education supports pupils to understand themselves and others. Staff receive relevant training that enables them to deliver the curriculum confidently. Planned opportunities, including visits from members of the local community, give pupils meaningful chances to reflect on their beliefs and deepen their understanding of different perspectives. All pupils benefit from a range of extracurricular clubs and activities. Leaders take steps to remove barriers and make reasonable adjustments so that participation is equitable. The curriculum is strengthened by the use of high-quality texts, which introduce key themes in personal, social and health education. For example, 'Five Minutes Peace' supports discussion about sleep and wellbeing, while other texts help pupils explore healthy

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Personal development and wellbeing Expected standard

relationships, diversity and personal safety. Leaders check the impact of this learning by engaging pupils in discussions and also by observing how pupils apply these ideas in their behaviour and interactions around the school.

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Personal development and wellbeing Expected standard

Links with the wider community, including the local church, and regular assemblies enhance pupils moral and spiritual understanding. Pupils respond respectfully to visitors, such as when they listen carefully to a pupil’s family sharing the customs of a Hindu wedding. They show interest and curiosity during these experiences.

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Personal development and wellbeing Expected standard

Pupils respect protected characteristics and recognise the importance of treating others kindly. They speak confidently about how to keep themselves safe online and offline. Visits from organisations, such as the NSPCC, as well as themed events, including road safety week, reinforce their understanding of personal safety. They know it is very important to wear a helmet when scootering or cycling to school, and to cross the road with an adult.

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

Social times at Scott Broadwood School are happy and purposeful. Playground Angels look out for anyone who may be feeling sad and offer support when needed. Younger children benefit from these positive older role models. At lunchtimes, pupils use a wide range of equipment and show the sharing and turn taking they learn about in assemblies. They enjoy setting up obstacle courses, creating role-play areas or playing football with support from a sports coach. After school, pupils enjoy taking part in clubs, such as dance club and forest school, which help them make friends and try new experiences.

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

Pupils feel safe and well cared for at this school. They know that if they have a worry, whether in or out of school, they can talk to a trusted adult who will listen and help. Children in the early years form secure, trusting relationships with adults and settle quickly into familiar routines.

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

Pupils contribute positively to their school community. They take pride in roles such as curriculum ambassadors or helping to keep the playground tidy. They enjoy supporting younger pupils. Assemblies give pupils opportunities to celebrate achievements, including when they are given ‘joy awards’, and reflect on the school values of love, achieve and believe.

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

Pupils say teachers plan activities that make learning fun and help them when they are stuck. Staff's expertise helps reduce barriers so that all pupils can access learning. Pupils feel they are listened to and that their ideas about learning are valued. Pupils talk enthusiastically about visits from experts, such as the fire service and St John Ambulance volunteers. Trips are another highlight for pupils, including a recent opportunity to explore Box Hill, where they created their own maps and even climbed some trees. Pupils say they

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Team inspector:

Radhika Woodruff, Ofsted Inspector are excited about moving to their new, larger school at the start of the next school year because it will offer more space and new opportunities.

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Next steps

Leaders should strengthen the way they check how well disadvantaged pupils, including those with special educational needs and/or disabilities, are supported and how well they achieve across the curriculum. Leaders should ensure that teachers provide timely and purposeful feedback that helps pupils improve their learning, including in the accuracy and consistency of spelling and letter formation.

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About this inspection

This school is part of The Good Shepherd Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Kennedy, and overseen by a board of trustees, chaired by Yvonne McLeod.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with the headteacher, other school leaders, members of the local committee, the CEO and Senior Education Officer of the trust and trustees during the inspection. Inspectors also spoke with a representative of the Diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. The last section 48 inspection was carried out in October 2023.

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About this inspection

The school uses no alternative provision.

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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.

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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national average

2024/25 (2 term) 4.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

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

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Persistent absence

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

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national average

2024/25 (2 term) 14.9% 13.3% Close to average

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national average

2023/24 (3 term) 13.3% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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