Broadoak School

Broadoak School

Address: Warburton Lane, Partington, Manchester, M31 4BU Unique reference number (URN): 138124

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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 Expected standard

Leaders are passionate about increasing attendance rates at the school. Pupil attendance is improving over time and moving towards national averages. Leaders have a clear knowledge of attendance trends and have appropriate actions in place to improve attendance further. This work is having a stronger impact on the attendance of disadvantaged pupils. The proportion of pupils who are persistently absent is in line with national figures and is below national figures for disadvantaged pupils. Leaders work closely with external agencies to improve the attendance of pupils. For example, some pupils with low attendance now attend more regularly following the support that they have received.

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Attendance and behaviour Expected standard

Leaders have created a culture of high expectations to which all staff and pupils subscribe. Broadoak School is a friendly, welcoming school where pupils are happy and share good humour and smiles with each other. Bullying is rare. Staff keep clear records of any instances of discrimination or harassment. Pupils know that staff will support them to deal with any issues quickly should they arise. Pupils behave responsibly in lessons. However, some pupils do not take a full and active role in their learning. When this happens, these pupils do not learn the curriculum as well as they could. Having said that, pupils are proud to wear their uniform and represent their school well. Pupils appreciate the calm and kind culture that all staff have worked hard to create.

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Inclusion Expected standard

Leaders have ensured that secure systems are in place to identify any barriers pupils may encounter in their learning or wellbeing. Teachers receive detailed information based on a range of academic tests and pastoral information, which is gathered when pupils join the school. Leaders are passionate that all pupils should have equal access to the curriculum. Where necessary, leaders have ensured that additional strategies, such as one-to-one or small-group tuition, are available. This support helps pupils to close gaps in their learning.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are a priority for leaders. The well-qualified special educational needs coordinator works closely with senior leaders to ensure resources are appropriately deployed. Leaders have provided significant training for all staff to support pupils with SEND. Leaders make appropriate use of additional funding to target effective support and reduce barriers. For example, leaders ensure that disadvantaged pupils have priority access to trips and visits.

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Inclusion Expected standard

Leaders work closely with external providers to support vulnerable pupils. Teachers work closely with the virtual school to ensure that personal education plans are well considered and have a positive impact on the lives of pupils known or previously known to social care. Leaders use alternative provision appropriately and in the best interests of pupils.

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Leadership and governance Expected standard

Leaders, including governors and trustees, have an accurate understanding of Broadoak School. They are highly motivated by a deep sense of affection for the school and share a determination to do the best for the local community. Leaders have an accurate understanding of the school’s strengths and areas for development. They have brokered effective support from the trust to target change and accelerate impact. Leaders know the importance of the school in the local community. They ensure that the school attends local events, and they take time to engage with parents and local community leaders.

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Leadership and governance Expected standard

Governors show great commitment to their roles. They meet their statutory duties and provide sound advice and challenge for leaders. Combined with support and challenge from trustees, leaders feel motivated and supported. This has resulted in a significant change in the culture of the school, which has been recognised by parents, staff and pupils. Having said that, all leaders are clear that there is more to be done. Coaching programmes for all staff are in place to strengthen and deepen the quality of learning for all pupils.

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Leadership and governance Expected standard

Leaders are respectful of the workload and wellbeing of staff. They feel that leaders take their views into account when they make decisions and they appreciate the time leaders have given them to bring about improvements at the school. Staff report that leaders have created an open culture where staff feel trusted to do their jobs. Leaders have created a culture of teamwork and mutual respect. This has led to a warm and caring atmosphere for pupils.

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Personal development and wellbeing Expected standard

Leaders have established a broad programme of personal development and wellbeing for pupils. This covers specialist lessons in areas such as relationships and sex education, alongside a tailored assembly programme and opportunities for pupils to hear from external visitors. Leaders work closely with services in the local community to ensure that the curriculum reflects pupils' needs. This has led to assemblies on topics such as e-scooters and water safety. Pupils welcome the pastoral support that they receive. Pastoral leaders work closely with leaders of inclusion and other key staff to regularly review the needs pupils may have and adapt pastoral support as needed. As a result, pupils feel settled at the school.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum is broad and meets statutory requirements. Pupils have regular opportunities to explore areas of social, moral, spiritual and cultural ideas. For example, pupils enjoy learning about stereotypes, where they challenge ideas of misogyny and discuss tolerance of others. Pupils have a developing understanding of fundamental British values, such as democracy and the rule of law. Pupils understand issues around equality and discrimination.

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Personal development and wellbeing Expected standard

Leaders and staff have developed a broad range of extra-curricular opportunities for pupils. Pupils' participation in these activities is increasing. Leaders ensure that any pupils who may have barriers to participation are able to access the school's wider enrichment offer. Pupils enjoy the excellent sporting opportunities available to them. They enjoy auditioning for and performing in school performances. Pupils take on leadership roles within the school. They speak warmly of the opportunities they have to give back to their community. They enjoy visiting local nursing homes and being involved in community projects. They value the opportunities they have to engage with pupils in other local schools.

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Achievement Needs attention

At the end of key stage 4, pupils do not achieve as well as they should. Published data shows that the proportion of pupils achieving strong passes in English and mathematics is below national averages. Despite recent improvements, some groups of pupils do not make sufficient progress from their starting points. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Leaders are determined to improve pupils' attainment and have clear plans to address this. Staff work strategically to help pupils prepare for their next steps and, as a result, the proportion of pupils in appropriate post-16 provision is increasing.

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Achievement Needs attention

Reading is a priority for leaders. Support for weaker readers is having a positive impact. Leaders help pupils to be proud of their work and provide appropriate support to help them to develop the quality of their writing. However, some pupils do not receive the support that they need to demonstrate depth of knowledge in their written work.

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Curriculum and teaching Needs attention

Leaders have planned an appropriately ambitious curriculum for pupils. Pupils study a range of subjects in key stage 4, which includes academic and vocational options. Teachers sequence learning appropriately and use their secure subject knowledge to plan interesting lessons. Leaders have created appropriate strategies to support pupils who are weaker readers to develop their skills. This helps them to better access the curriculum. However, the quality of teaching is variable. In some lessons, teachers use questioning effectively to check pupils’ understanding. However, teachers do not routinely use the information they gain from checks on learning to adapt future activities. As a result, some pupils lose interest in their work and do not achieve as well as they should.

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Curriculum and teaching Needs attention

Leaders have a secure understanding of the quality of the curriculum and teaching and have an appropriate plan in place to improve standards. This work is beginning to have a positive impact. Pupils are increasingly proud of the work that they produce. Leaders have introduced a coaching approach alongside a sequence of professional learning to improve standards at pace. Staff are fully engaged in this work and are keen to improve standards.

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

Pupils are proud to attend Broadoak School. They value the school’s place in the local community and are keen to live up to the high expectations that staff have of them. Pupils are friendly and respectful of each other. They enjoy the warm relationships they have with staff, and all pupils feel that they have a trusted adult they can turn to if they need it. Records show that bullying is rare and pupils have confidence that staff will resolve issues if they occur. Pupils feel safe at Broadoak School. They appreciate the learning and advice they have had to keep themselves safe, including online, and how to maintain healthy relationships with each other. Pupils do not achieve as highly as they could. Leaders recognise this and have taken action to improve the quality of teaching, but they know there is still more to do. In many lessons, pupils enjoy the variety of tasks that staff design for them. When pupils fall behind, staff

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

provide targeted support. For example, the work leaders have established to support weaker readers is having a positive impact. Pupils speak with confidence, but they sometimes lack depth of knowledge when they talk about their learning. In addition, some pupils do not receive the support that they need to become independent learners.

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

Pupils enjoy the range of subjects offered in the school curriculum. They speak highly of the opportunities to learn about construction and beauty alongside more traditional subjects. Pupils appreciate the sporting opportunities the school offers, and many take part in clubs and activities, including school performances. Pupils participate in leadership roles and enjoy representing the school in community projects. The school provides pupils with access to a range of educational trips, visits and speakers. Pupils enjoy the trips to universities and zoos, and they take part in activities such as paddle boarding and the summer fayre.

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Next steps

Leaders should refine the support that they provide to pupils with low attendance to ensure that any barriers are addressed so that these pupils are able to attend school more regularly. Leaders should ensure that teachers receive the guidance that they need to adapt learning effectively for pupils so that they develop a deeper and more secure understanding of important knowledge across the curriculum. Leaders should ensure that they improve the attainment of pupils, including those that are disadvantaged, so that they are fully prepared for their next steps.

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About this inspection

This school is part of The Dean Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane O'Brien, and overseen by a board of trustees, chaired by Damian McGann.

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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 9 and 10 September 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, executive headteacher, senior leaders, governors, trustees, representatives from the trust, staff and pupils during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved

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Lead inspector:

Richard McGuire, His Majesty's Inspector

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Team inspectors:

Timothy Long, Ofsted Inspector Scott Maclean, Ofsted Inspector Alyson Middlemass, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 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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792

Below average technical education qualifications and apprenticeships.

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792

The inspectors confirmed the following information about the school:

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792

The school currently makes use of 2 alternative provisions, including one that is unregistered.

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 42.4 46.1 Close to average

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national average

2023/24 (final) 44.4 45.9 Close to average

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national average

2022/23 (final) 46.4 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 18.9% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 30.3 34.9 Close to average

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national average

2023/24 (final) 35.1 34.6 Close to average

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national average

2022/23 (final) 34.3 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.62 -0.57 Close to average

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national average

2022/23 (final) -0.81 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

2023/24 (3 term) 9.3% 8.9% Close to average

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national average

2022/23 (3 term) 8.6% 9.0% 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) 27.1% 23.4% Close to average

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national average

2023/24 (3 term) 27.2% 25.6% Close to average

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national average

2022/23 (3 term) 22.9% 26.5% 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

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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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