Broadbent Fold Primary School and Nursery
Head Teacher: Mrs Victoria Walker
218 pupils, Mixed
|Unique Reference Number||106193|
|Inspection dates||19–20 October 2009|
|Reporting inspector||Stephen Wall|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||211|
|Appropriate authority||The governing body|
|Chair||Mr I Saxon|
|Headteacher||Mrs Deborah Mason|
|Date of previous school inspection||23 May 2007|
|School address||Tennyson Avenue|
|Cheshire SK16 5DP|
|Telephone number||0161 3039411|
|Fax number||0161 3049214|
|Inspection dates||19–20 October 2009|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors visited 13 lessons, and held meetings with governors, staff and groups of pupils. They observed the school's work, and looked at assessment data and the systems for tracking pupils' progress, school policies, the development plan, questionnaires returned from pupils and staff and 115 questionnaires from parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is a slightly smaller than average school in which the proportion of pupils entitled to free school meals is below average. Nearly all pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is below average. The school holds the Activemark award. There have been several staffing changes since the last inspection including the appointment of a deputy headteacher who has been unavoidably absent for some time.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
The school offers a satisfactory and improving quality of education. It has many significant strengths. The school fosters a 'family atmosphere' in which relationships are exceptionally strong. This leads to pupils feeling extremely safe in school and to high levels of enjoyment resulting in outstanding attendance levels. The school also fosters and enjoys excellent relationships with parents and carers almost all of whom are supportive of the school's work. Many praise how well it cares for their children. 'I am glad I chose this school for my children. They love going to school and I am pleased that they spend each day in such a caring environment where they are flourishing,' is typical of their comments. At the heart of the school is outstanding provision for pupils' care, guidance and support which helps them develop into confident and mature young people. Pupils' behaviour is good in lessons and around school. They are polite and welcoming. Pupils work and play in a harmonious environment where everyone is valued equally.
Pupils make satisfactory progress in their learning to attain broadly average standards by the end of Key Stages 1 and 2 in response to teaching which is satisfactory overall. Standards are showing signs of improvement as the school's improved systems to check on pupils' progress and a concentration on improving pupils' numeracy skills start to take effect. Much remains to be done, however, to improve the quality of teaching and its impact on pupils' progress. While teachers plan their lessons well, too much teaching lacks pace and the questions teachers pose are frequently too easy to encourage pupils routinely to think deeply around problems. Classroom teaching assistants are very effective when working with groups of pupils but too often they are not used actively enough and become bystanders. Systems and procedures to check pupils' progress towards targets are improving. However, teachers are not routinely using the information to match activities closely enough to the needs and abilities of different groups and sometimes pupils wait for others to catch up. Leaders and managers monitor the teaching and learning regularly but accept the need to add more rigour to their procedures.
The leadership team understands the school's strengths and the areas where it needs to improve. It is rigorously tackling the school's weaker areas, such as the assessment of pupils' progress, and this is resulting in rising achievement, especially in mathematics. This demonstrates the school's good capacity to improve further.
Outcomes for individuals and groups of pupils
Children get off to a good start in the Early Years Foundation Stage, where teaching is good. During Key Stages 1 and 2 pupils' personal development continues to flourish while their academic progress and achievement slow because teaching is satisfactory. From broadly average starting points, attainment at the end of Key Stage 2 is also broadly average, although for the last two years standards have been improving, especially in mathematics. Positive relationships and pupils' resulting good behaviour mean that pupils have good attitudes to learning. In some lessons pupils' willingness to learn and to work hard enable them to make satisfactory progress even when teaching does not fully engage their interest. When given the chance, pupils enjoy working independently. They work most successfully in pairs, where they are keen to bounce ideas off each other. All groups of pupils, including those with special educational needs and/or disabilities, make satisfactory progress.
Pupils' happy, welcoming faces show their enjoyment and how outstandingly secure they feel in the school's nurturing and caring environment. Their social, moral, spiritual and cultural development is good. They show good understanding of right and wrong and good levels of respect and tolerance for others. They enjoy taking on responsibilities by becoming play leaders, for example. Pupils are very active in raising money for charities and are rightly proud of their achievements in this area. Rising levels of attainment and the school's success in fostering good levels of confidence and positive attitudes to learning mean that most pupils are set fair to take advantage of the next stages of their schooling when they leave.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Satisfactory teaching overall in Key Stages 1 and 2 acts as a brake on most pupils making better than satisfactory progress. However, improvements to the effectiveness of assessment procedures and making the curriculum more relevant to pupils are starting to have a positive impact on raising attainment and achievement. Pupils enjoy the opportunities that they have to do topic work, which gives them the chance to pursue their own ideas and encourages their skills as independent learners. Pupils are very enthusiastic about the range of enrichment activities the school provides. Participation rates are high. Sports feature heavily in the extra-curricular provision and there is an impressive and popular school choir. The enrichment opportunities add significantly to pupils' enjoyment and adoption of healthy lifestyles.
Caring for its pupils is at the heart of the school's provision. Pupils say that the adults working with them are always approachable and help pupils to sort out any problems. Good arrangements for transition ensure that children settle quickly into the Early Years Foundation Stage. Older pupils feel confident about their move to secondary school because good links have been forged with local high schools.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||2|
|The effectiveness of care, guidance and support||1|
Leaders and managers provide the school with a strong focus on improvement. Despite the many changes in staffing in recent years, good teamwork is evident in the pursuit of raising attainment and achievement. The fact that standards are rising illustrates that the quest for improvement is firmly embedded into the fabric of the school. Leaders and managers at all levels are strongly committed to equality and tackling discrimination. All groups of pupils, including those with special educational needs and/or disabilities, make satisfactory progress as a result. Safeguarding procedures are comprehensive. Statutory requirements are met. Attention to health and safety, including risk assessments, is meticulous. The school's promotion of community cohesion is satisfactory. While a harmonious school community is evident and the pupils are active in the local community, opportunities for pupils to explore foreign cultures and global questions are at an early stage of development.
Leaders have worked hard and successfully to reach out to parents and carers. For example, after consultation with parents and carers, arrangements for reporting on pupils' progress and achievements are now exemplary and are playing their role as part of the school's armoury in driving up standards. Governors know the school well. They are supportive of its work. Governors accept the need to ask more regular questions about the effectiveness of the school to hold it more rigorously to account.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||2|
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Children get off to a good start to school in the Early Years Foundation Stage. From starting points which are broadly in line with those expected, children make good progress and achieve well to attain standards which are generally above age-related expectations by the time they enter Key Stage 1. Children work and play in a stimulating and well-equipped environment, especially inside. Leaders are planning to bring the outside provision and facilities up to an equally high standard. Children make good progress because teaching is good. It provides them with a range of appropriate learning opportunities with a good balance between teacher-initiated and child-chosen activities. Good leadership and management ensure that safeguarding children has a high priority and that necessary procedures are in place. The Early Years Foundation Stage leaders communicate high expectations. Procedures for tracking children's progress are effective in enabling their individual needs to be identified and planned for. Links with outside agencies are firmly established so that support for children's special educational needs and/or disabilities is quickly arranged.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
An overwhelming majority of parents and carers expressed positive support for the school and what it does for their children. Parents' and carers' support for nearly all aspects of the school's work was very high, especially for the way the school keeps pupils safe, how much their children enjoy school and how happy they are with their children's experience at school. Inspectors agree that these aspects of school life are among the school's strengths.
Ofsted invited all the registered parents and carers of pupils registered at Broadbent Fold Primary School and Nursery to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.
The inspection team received 115 completed questionnaires by the end of the on-site inspection. In total, there are 211 pupils registered at the school.
|My child enjoys school||80||70||32||28||3||3||0||0|
|The school keeps my child safe||82||71||32||28||1||1||0||0|
|My school informs me about my child's progress||58||50||46||40||9||8||0||0|
|My child is making enough progress at this school||51||44||55||48||6||5||1||1|
|The teaching is good at this school||63||55||48||42||2||2||0||0|
|The school helps me to support my child's learning||59||51||50||43||4||3||0||0|
|The school helps my child to have a healthy lifestyle||68||59||42||37||1||1||1||1|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||59||51||44||38||1||1||0||0|
|The school meets my child's particular needs||59||51||48||42||4||3||0||0|
|The school deals effectively with unacceptable behaviour||49||43||56||49||3||3||0||0|
|The school takes account of my suggestions and concerns||52||45||53||46||3||3||0||0|
|The school is led and managed effectively||72||63||35||30||1||1||0||0|
|Overall, I am happy with my child's experience at this school||77||67||36||31||2||2||0||0|
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
|Grade 1||Outstanding||These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.|
|Grade 2||Good||These are very positive features of a school. A school that is good is serving its pupils well.|
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.|
|Grade 4||Inadequate||These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.
|Leadership and management:|
the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.
23 October 2009
Inspection of Broadbent Fold Primary School and Nursery, Dukinfield, SK16 5DP
Thank you for your warm welcome to the inspectors when we visited your school recently. It was good to talk to many of you. What you told us was very helpful in enabling us to judge the different aspects of your school.
Overall, your school provides you with a satisfactory and improving quality of education. However, many aspects of your school are good and some are even better than that. It really is good to see your outstanding attendance levels – well done! You also told us how completely safe you feel in school because the adults working with you take good care of you. Your parents and carers also value the school highly and this shows what outstanding relationships the school has formed with them. One or two of you described the school as a 'happy family' and that is exactly what we found during our visit.
The progress you make is satisfactory overall. Your attitudes to learning are very positive and you work hard – again, well done! However, I am asking the school to make sure that the teaching you receive is improved so that it helps you make faster and better progress. In order to do this the following things need to happen.
I am confident that you will work with your teachers to make sure that your school carries on improving in the coming years.
I wish you the very best for the future.
Mr Stephen Wall
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|