Breachwood Green Junior Mixed and Infant School

School

Address: Oxford Road, Breachwood Green, Hitchin, Hertfordshire, SG4 8NP Unique reference number (URN): 117119

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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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Personal development and wellbeing Strong standard

The school places pupils’ personal development at the centre of its work. Leaders and staff create a culture where they really value every child as an individual. They understand their needs, interests and strengths. They show all pupils a great deal of compassion and care. Pupils reflect this care in how they treat each other. They show great pride in each others' achievements, for example, when they see their work displayed. This builds high levels of confidence and respect amongst pupils. Pupils actively support each other to flourish. Pupils show high levels of understanding and kindness, welcoming new members of the school very warmly. The school creates a really caring culture in which pupils feel confident to take risks. Pupils trust staff and say adults listen to them and help if they have any problems. The school's pastoral support for pupils is very effective.

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Personal development and wellbeing Strong standard

The school provides a very wide range clubs and additional activities. Leaders carefully track attendance to these activities and encourage all pupils to take part very effectively. Staff support pupils to really challenge themselves, Pupils hold roles of responsibility, such as school council members, monitors and helpers, which they relish. Pupils also run clubs at lunchtime. These roles help pupils learn deep levels of responsibility and teamwork. Pupils really know how to be positive members of the school community.

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Personal development and wellbeing Strong standard

The curriculum for personal development is taught effectively. This means that pupils gain very secure knowledge about such key aspects as relationships and health education in an age-appropriate way. Leaders adapt learning to meet the needs of pupils with special educational needs and/or disabilities very effectively. Provision for pupils' personal development is, therefore, very inclusive. Pupils learn about people with different backgrounds and beliefs. They develop a very secure sense of what is right and wrong.

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Achievement Expected standard

Typically, the school prepares pupils well for their next stage of education. Over time, they learn and practise the key knowledge and skills that they need in reading, writing and mathematics. Pupils generally remember what they learn in other subjects such as history and geography. They explain how practical experiences help them remember key ideas and bring their learning to life.

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Achievement Expected standard

If pupils have any gaps in their learning, staff make sure that these are typically closed through focused and effective support. For example, teachers check pupils’ understanding regularly and adjust their teaching to support pupils who need extra help. Pupils with special educational needs and/or disabilities and disadvantaged pupils generally achieve well. Although pupils' outcomes in national tests fluctuate over time, in part due to relatively small number of pupils in each year group, current pupils' achievement is typically positive.

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Attendance and behaviour Expected standard

Pupils attend school very well. They maintain relatively high levels of attendance over time and very few pupils miss school often. Pupils understand why coming to school every day matters. They speak positively about learning with their teachers and friends. Leaders place high importance on making sure pupils come to school regularly. They invest time in building positive relationships with families. When pupils experience challenges with attendance, leaders offer clear guidance and practical support which has the right impact.

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Attendance and behaviour Expected standard

Pupils arrive at school calmly and enter their classrooms in an orderly way. They settle quickly and begin their learning without delay. In lessons, pupils typically show positive attitudes and try their best with their work. At playtime, pupils interact happily together. Older pupils show a great deal of care for younger children. Bullying is rare. Clear routines help pupils to understand what staff expect. Even the youngest children follow these routines and generally behave well. When some pupils struggle to manage their behaviour, staff support them with care. They help pupils recognise their feelings, talk about them and make positive choices. The school uses clear rewards and fair consequences. Pupils understand these and say staff apply them fairly. Pupils rarely show serious behaviour concerns. Staff respond quickly and consistently when any issues arise.

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Curriculum and teaching Expected standard

The school has designed a broad and balanced curriculum. Leaders understand the curriculum and how teachers deliver it. Teachers generally show secure subject knowledge. They explain new ideas clearly to pupils. Additionally, the learning tasks they set pupils help pupils consolidate their understanding well. Leaders work hard to reduce any impact of staff changes. They support new staff well and provide training so teaching remains appropriate. As a result, pupils generally experience continuity in their learning.

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Curriculum and teaching Expected standard

Leaders track pupils’ progress across all curriculum subjects. They make sure pupils develop secure skills in reading, writing and mathematics. Over time, staff ensure pupils close gaps in their learning. However, while the teaching of phonics is effective overall, this could be more consistent to support pupils' early reading even more and reduce the need for additional help for pupils to be put into place.

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Curriculum and teaching Expected standard

Staff know the needs of pupils with special educational needs and/or disabilities or other vulnerabilities. They make sure pupils receive the help that they need. For example, teachers and teaching assistants model tasks clearly so pupils understand what to do.

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Curriculum and teaching Expected standard

Pupils show enthusiasm for learning. Many pupils talk positively about reading. This interest helps pupils develop knowledge. It also prepares them well for their next stage.

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Inclusion Expected standard

The school accurately identifies pupils with special educational needs and/or disabilities and pupils who face other barriers to learning, such as low self-esteem. The school works closely with parents and carers to understand any additional needs pupils may experience. Staff know pupils well and provide extra help quickly when children need it. For example, they have extra targeted teaching to address an area a child may not be as confident with, such as helping pupils to learn their times tables.

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Inclusion Expected standard

Teachers and support staff adapt lessons to meet pupils' needs. These adaptations help pupils take part fully in their learning. Staff use practical tools, such as visual resources and structured support, to help pupils understand and manage their learning. Leaders work with outside professionals when pupils need more help, including social care and specialist services.

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Inclusion Expected standard

Leaders use extra funding carefully. They target support for disadvantaged pupils, including help with pupils' wellbeing and access to wider experiences. Staff use this to improve pupils’ attendance and engagement in school life, where this is needed. Leaders also provide pastoral support, including art therapy and regular check-ins with pupils.

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Inclusion Expected standard

Staff training reflects pupils’ needs. This training helps staff understand pupils’ difficulties and provide the right support at the right time. Parents and carers speak positively about any extra help their children receive.

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Leadership and governance Expected standard

Leaders make sure that their decisions are focused on improving pupils’ education. For example, they have changed the phonics programme and improved the mathematics and writing curriculums. These changes rightly aim to raise quality across the school. The impact of these changes is yet to be fully realised in practice.

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Leadership and governance Expected standard

Leaders support staff well overall, including those new to the school. For example, leaders make sure that experienced staff work alongside less experienced colleagues in constructive and purposeful ways. Leaders give regular and effective guidance and training to staff which are focused on the right areas. This helps staff grow in confidence and in their levels of professional knowledge.

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Leadership and governance Expected standard

Governors support leaders but also make sure that they challenge leaders, in the best interests of pupils. There is clear accountability, therefore. Governors check on staff wellbeing to make sure that there is a positive culture in the school. Governors carry out their statutory duties. They keep an appropriate oversight of the curriculum and how well pupils are achieving, including making sure that vulnerable pupils make suitable progress.

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Leadership and governance Expected standard

Leaders care about staff wellbeing and take action to support this, which staff value and appreciate. Leaders reduce workload for staff where possible. This helps staff to do their jobs well. Parents and carers are very positive about the school. They value the education and support that their children receive. The school plays an important role in the local community and maintains strong links with families.

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Early years Needs attention

Leaders have developed many aspects of the early years. For example, they have focused on reducing barriers for children with special educational needs and/or disabilities, meaning that children make progress from their starting points. However, some children are not yet as secure as they could be in all areas of their learning. This is particularly evident when they practise writing letters, when learning wider vocabulary and when learning phonics to support their early reading. Interactions between adults and children are not fully effective in securing children's learning. The way staff check on children's learning does not help them adjust the curriculum effectively enough to meet children's needs. As a result, children’s achievement is not as strong as it should be.

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Early years Needs attention

There are positive relationships between adults and children. Staff ensure the children are well-cared for. Children’s wellbeing has the highest priority. Generally, the children have positive self-esteem. This helps them try new tasks with confidence and keep going when work feels tricky. Staff and children have welcomed the children warmly. As a result, children feel happy and settled.

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Early years Needs attention

Generally, teaching engages children well. Children develop important skills through activities that interest them. For example, they learn to balance, which supports their physical development. They also build vocabulary by singing songs. Staff establish many routines which become familiar to children. The children enjoy, recognise and understand these.

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

Pupils say their school is a special place because everyone knows each other. They feel like part of a family. Additionally, pupils treat each other with kindness. This helps them to feel safe. They show understanding towards others who have additional needs or who are different in a range of ways.

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

Pupils come to school regularly. No group misses out because of poor attendance. Pupils enjoy learning. Teachers help pupils to remember what they have learned and lessons are fun. Most pupils achieve well. This helps pupils prepare confidently for the next stage of their education.

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

Pupils with special educational needs and/or disabilities, or those who may be vulnerable in other ways, receive a great deal of care and consideration. The ways in which staff adapt tasks helps these pupils to succeed alongside their peers.

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

Pupils behave well. They understand the school rules and follow daily routines. Younger children quickly learn how to navigate the school environment. Pupils build close, trusting relationships with staff and each other. This helps them to feel confident and happy. Pupils say bullying does not happen often because staff deal with it quickly. A few pupils need extra help to improve their wellbeing. Staff give them individual support when they need it. This support reflects each pupil’s needs and may change over time. This helps pupils feel calm and ready to learn.

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

Pupils enjoy taking on extra responsibilities. Many join school groups, such as the school council. Older pupils run clubs and help younger children have positive playtimes. This helps pupils who find social situations harder. It means everyone feels included.

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

Pupils also enjoy school trips and special experiences. These help them to consolidate their understanding of topics they are learning about.

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Next steps

Staff need to use accurate assessment consistently to refine the early years curriculum and teaching, so that gaps in children's learning are identified swiftly and addressed effectively, particularly in writing. Leaders should ensure that the early years curriculum and teaching place a sharper and more consistent emphasis on high quality interactions that systematically develop children’s vocabulary, so that all children acquire and use a wider range of words confidently. Greater consistency is needed in the implementation of the phonics programme by all staff, so that pupils keep up with their learning and the need for additional catch-up support is reduced.

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About this inspection

The chair of the board of governors in this school is Timothy Starkey.

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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

Inspection activities: Inspectors spoke with the headteacher and other senior teachers during the inspection. The lead inspector also spoke with members of the governing body including the chair of the governing body.

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About this inspection

The school does not currently use 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.

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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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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.

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average

2024/25 (revised) 57% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 71% 75% Close to average

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average

2023/24 (final) 78% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 71% 74% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Persistent absence

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

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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

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 .

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Urgent improvement

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Urgent improvement

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

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