Broadstone Hall Primary School

Broadstone Hall Primary School

Address: Broadstone Hall Road South, Heaton Chapel, Stockport, Cheshire, SK4 5JD Unique reference number (URN): 106034

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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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Attendance and behaviour Strong standard

Leaders are unwavering in their focus on prioritising pupils’ attendance. They work closely with individual families and, when necessary, external agencies, to identify and remove any specific barriers to pupils attending school regularly. Leaders are systematic and highly effective in taking swift action to provide support for these pupils and their families. As a result, pupils’ rates of attendance are close to the national average and improving strongly over time. Pupils' enjoyment of school contributes to their desire to attend every day.

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Attendance and behaviour Strong standard

Leaders’ high expectations for pupils’ positive behaviour are lived out across the school. Staff and pupils demonstrate their understanding of the ‘Broadstone Way'. Pupils’ behaviour is praiseworthy. They are keen to learn. From the start of the early years, routines are well established. Children are taught to be polite and caring towards one another. Pupils treat each other with respect and feel valued for who they are. When pupils sometimes struggle to regulate their own behaviour, they benefit from sensitive support from staff. They are helped to manage their emotions. Pupils learn to take responsibility for themselves and their actions. Staff prioritise pupils’ wellbeing. This gives pupils a deep sense of security and belonging. Incidents of bullying are rare, but if it does occur, it is addressed swiftly and effectively.

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Early years Strong standard

Leaders ensure that provision in the early years is of a consistent high-quality. This prepares children extremely well for key stage 1. Staff know each child’s needs and starting points very well. They prioritise getting to know children and their families before they start at the school. Great care is taken to forge positive relationships with parents and carers. Staff and parents work together to support children’s learning and development at home and at school. These systems help teachers to spot when children may have additional needs or barriers to their learning and/or wellbeing.

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Early years Strong standard

Clear routines help children to settle quickly. They display independence as they enjoy exploring the well ‑ considered environment. Staff use high ‑ quality interactions to build children’s language and vocabulary. They model language skilfully, extend play and support children to communicate in different social situations.

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Early years Strong standard

The curriculum plots the journey from Nursery Year through to the end of the Reception Year. Communication and language sit at its core. Activities build fine motor skills, personal and social development and early number knowledge. These help children control the tools they use, form letters, succeed socially and understand early mathematical ideas. As children move to Year 1, leaders are diligent in ensuring that any child who continues to require support in their learning receives the help that they need.

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Inclusion Strong standard

Being inclusive is what this school is all about. Leaders know their community extremely well and are acutely aware of the barriers that some pupils have to their learning and/or wellbeing. Early assessment empowers staff to understand pupils’ individual needs swiftly and accurately. This precise understanding informs carefully considered strategies to support pupils.

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Inclusion Strong standard

Staff receive carefully tailored professional learning so that they are proficient at adapting teaching to meet pupils' varying needs. Pupils with special educational needs and/or disabilities (SEND) receive well-matched support for their learning in their classrooms and in the 'Boathouse' provisions. Leaders work productively with parents and carers in decisions about the support that pupils with SEND need. Close collaboration with external agencies, such as speech and language therapists, helps to shape tailored support. Leaders' reviews of pupils’ needs are insightful in unpicking barriers, determining what is working and what needs adjusting.

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Inclusion Strong standard

The pupil premium grant funding is used wisely and kept under careful review. Leaders prioritise its use to make sure that the provision is well matched to disadvantaged pupils’ learning and social and emotional needs. Leaders meticulously evaluate the strategies that are used to check for impact. They swiftly make refinements as needed to ensure that all pupils have the chance to thrive.

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Leadership and governance Strong standard

Leaders know their school very well. They are highly effective and forensic in their approach to driving continual school improvement. A wide range of information sources are used to understand and check on what is working well. When leaders spot that improvement is needed, they act decisively to make the right strategic changes. They are highly reflective. Changes are researched carefully and implemented thoroughly. Adjustments are made when necessary.

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Leadership and governance Strong standard

Governors carry out their statutory duties, such as safeguarding, effectively. They provide the right support and challenge to leaders. They use their close knowledge of the school to ask pertinent questions and check that changes are securing the right outcomes. Leaders at every level work together to support the inclusion of pupils. Taking the right action for pupils, and particularly for those pupils who are disadvantaged or who have special educational needs and/or disabilities, underpins all of the decisions that leaders make.

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Leadership and governance Strong standard

Leaders build staff's confidence and expertise through a carefully planned and implemented programme of professional learning. Staff at every level get the support that they need to develop professionally and carry out their roles confidently. At the heart of this approach is a commitment to improving the experiences and outcomes of pupils. Staff share leaders' vision for the school. They have a very high regard for leaders. Staff feel part of a highly valued team where they influence decisions and where their workload and wellbeing are meaningfully considered. The wider school community is highly positive about the work of the school. Parents and carers are overwhelmingly glowing in their praise about how well the school supports their children.

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Achievement Expected standard

By the end of Year 6, pupils' attainment in reading, writing and mathematics is close to or above the national averages. Disadvantaged pupils attain as well as other disadvantaged pupils nationally. Overall, pupils, including those with special educational needs and/or disabilities, progress well through the curriculum. Pupils’ knowledge of the curriculum beyond English and mathematics is particularly clear regarding their current and recent learning. However, some pupils' recall and understanding of previous learning is sometimes less secure. This hinders some pupils from learning all that they can in these subjects.

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Achievement Expected standard

Pupils master the basic skills of reading and mathematics well. The proportion of pupils who reach the expected standard in the Year 1 phonics screening check and the Year 4 multiplication check matches the national average. However, some pupils do not gain key knowledge in writing, such as letter formation, capital letters and full stops, quickly enough to help them become fluent writers. Nonetheless, pupils are typically well prepared for their next stage in education.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum from the start of the early years to Year 6. This is designed to provide pupils with the knowledge that they need for their future learning, including for those pupils who are taught in the mixed-age classes. Leaders have an astute understanding of how effectively the curriculum is taught. They use this insight to drive continuous improvement. For example, they have refined the curriculum to prioritise basic knowledge and skills in the core subjects of reading, writing and mathematics, so that pupils are able to access the other subjects successfully. Pupils' vocabulary and spoken language are promoted well so that pupils articulate their learning with confidence.

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Curriculum and teaching Expected standard

Staff’s ongoing professional learning helps them to have the subject knowledge that they need. Typically, the curriculum is taught well. Usually, staff present new information clearly and use checks in lessons to spot how pupils are faring. However, at times, gaps in understanding or errors in writing are not picked up or addressed. They persist for some pupils. Adaptations for pupils who face barriers to their learning support them to learn alongside their peers. When necessary, this is further tailored to meet the individual needs of pupils through access to the ‘Boathouse’ provisions.

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Personal development and wellbeing Expected standard

Leaders have designed a programme that prepares pupils well for their life beyond school. As part of this, leaders have developed a curriculum that includes relationships education at an age-appropriate level. Pupils learn about a range of topics. These include concepts such as right and wrong, friendships and water and rail safety. In the early years, children share, listen to each other and take turns. They learn about ways of expressing their feelings. Older pupils explore pertinent issues such as consent, online behaviours and their changing bodies. Leaders prioritise supporting pupils’ wellbeing. Pupils benefit from effective and timely support to help them with their social and emotional development and needs. Pupils benefit from carefully designed opportunities to develop their understanding of the wider world. They learn what it means to live in a modern and diverse society. Pupils have an awareness of different families, backgrounds, cultures and beliefs. They understand

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Personal development and wellbeing Expected standard

fundamental British values, such as democracy and the rule of law.

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Personal development and wellbeing Expected standard

Older pupils take part in enterprise activities to help them understand budgeting and managing money. School council members have worked with leaders to create the new playground area, which pupils are looking forward to using. Pupils also have opportunities to engage and make a difference in the community. A recent art project has enabled pupils to design and create an installation for a local railway station.

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Personal development and wellbeing Expected standard

Pupils are encouraged to develop their talents and interests. They are keen to take part in the sporting opportunities afforded to them, such as representing the school in tournaments. Leaders seek to ensure that the wider offer is accessible by removing barriers to pupils’ participation. This includes for those pupils with special educational needs and/or disabilities and disadvantaged pupils.

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

Remarkably positive relationships with staff help pupils to feel secure and part of this friendly school community. Children who join at the start of the Nursery Year or later in their school life, quickly feel like they belong to the ‘Broadstone family’. Pupils are proud to say that everyone is made welcome and included. They know that staff have a kind, listening ear for any worries that they may have. Staff swiftly deal with any unkindness or bullying. This supports pupils to feel happy and safe. Most pupils attend school regularly.

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

Pupils have extremely positive attitudes to learning. They speak with enthusiasm about their lessons. The school’s motto to ‘Have the courage to succeed’ is lived out by pupils. They know that their teachers want them to try hard, and they do. Pupils are keen to follow the ‘Broadstone Way’. This starts in the early years where children’s curiosity is sparked by the activities on offer. Pupils share their ideas politely, learning from each other and considering the viewpoints of others. They look forward to finding out who will receive the prestigious ‘CRICK’ certificates and to ‘family time’ in their classes each week.

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

Pupils progress well through the curriculum. Staff are highly successful in helping pupils to overcome barriers in their learning and/or wellbeing. Most pupils attain in line with the national average for reading, writing and mathematics by the end of Year 6.

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

Pupils’ confidence is built through the school's offer beyond the academic curriculum. Older pupils take pride in being positive role models as buddies for children in the early years. They know and demonstrate the importance of taking responsibility and setting a good example to others. Pupils’ talents and interests are broadened through clubs, such as coding, sport and art. They enjoy trips to beaches, listening to orchestras and taking part in residential visits.

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Team inspectors:

Gaynor Rennie, Ofsted Inspector Gill Jones, Ofsted Inspector Joanna Atherton, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should ensure that pupils who have not secured the necessary foundational knowledge in writing receive the support that they need to write fluently and accurately. Leaders should ensure that highly effective teaching is consistently in place across the school, so that teachers enable pupils to recall and revisit their previous learning securely and enable them to progress even more smoothly through the curriculum.

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About this inspection

The chair of the board of governors in this school is Faye Bond.

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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

This inspection took place on 14 and 15 July 2026.

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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.

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About this inspection

Inspectors spoke with the headteacher, other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. She also spoke with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school provides a breakfast and after-school provision for pupils.

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Headteacher: Martyn Taylor The inspector(s) used this data during the full inspection on 14 July 2026

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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 6 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 needs support 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 (final) 69% 62% Close to average

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average

2023/24 (final) 68% 61% Close to average

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average

2022/23 (final) 55% 60% 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 (final) 77% 75% Close to average

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average

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

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average

2022/23 (final) 69% 73% 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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average

2022/23 (final) 68% 71% Close to average

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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 (final) 77% 74% Close to average

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average

2023/24 (final) 74% 73% 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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average

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

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average

2023/24 (final) 38% 46% Close to average

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average

2022/23 (final) 43% 44% Close to average

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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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national average

2024/25 (final) 63% 63% Close to average

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national average

2023/24 (final) 56% 62% Close to average

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national average

2022/23 (final) 52% 60% Close to average

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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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average

2024/25 (final) 63% 59% Close to average

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average

2023/24 (final) 56% 58% Close to average

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average

2022/23 (final) 48% 58% Close to average

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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

2024/25 (final) 63% 61% Close to average

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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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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 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% 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 (3 term) 12.0% 13.0% Close to average

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national average

2023/24 (3 term) 14.3% 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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