School etc

Broadbent Fold Primary School and Nursery

Broadbent Fold Primary School and Nursery
Tennyson Avenue

phone: 0161 3039411

head teacher: Mrs Victoria Walker

school holidays: via Tameside council

231 pupils aged 3—10y mixed gender
210 pupils capacity: 110% full

115 boys 50%


115 girls 50%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 396352, Northing: 397187
GPS coordinates
Latitude: 53.471, Longitude: -2.0564
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 20, 2012
Region › Const. › Ward
North West › Stalybridge and Hyde › Dukinfield Stalybridge
Urban > 10k - less sparse
Free school meals %

rooms to rent in Dukinfield

Schools nearby

  1. 0.5 miles Bradley Green Community Primary School SK144NA (213 pupils)
  2. 0.6 miles Gorse Hall Primary and Nursery School SK152DP (461 pupils)
  3. 0.6 miles St Peter's Catholic Primary School SK152HB (232 pupils)
  4. 0.6 miles Astley Sports College and Community High School SK165BL (569 pupils)
  5. 0.6 miles Cromwell High School SK165BJ (60 pupils)
  6. 0.7 miles Yew Tree Community Primary School and Acorn Nursery SK165BJ (515 pupils)
  7. 0.7 miles St John's CofE Primary School, Dukinfield SK165JA (252 pupils)
  8. 0.7 miles Trinity School SK151SH (102 pupils)
  9. 0.7 miles Oakdale School and Acorn Nursery SK165LD (106 pupils)
  10. 0.8 miles Oakfield Primary and Moderate Learning Difficulties Resource Base SK144EZ (230 pupils)
  11. 0.8 miles All Saints Catholic College SK165AP
  12. 0.8 miles All Saints Catholic College SK165AP (779 pupils)
  13. 0.9 miles St Mary's Catholic Primary School SK165LB (206 pupils)
  14. 1 mile Stalyhill Junior School SK152TD (235 pupils)
  15. 1 mile Stalyhill Infant School SK152TR (180 pupils)
  16. 1 mile St Paul's Catholic Primary School SK144AG (231 pupils)
  17. 1.1 mile Wild Bank Community School SK152PG (147 pupils)
  18. 1.1 mile St Paul's CofE Primary School, Stalybridge SK152PT (286 pupils)
  19. 1.1 mile West Hill School SK151LX
  20. 1.1 mile West Hill School SK151LX (819 pupils)
  21. 1.2 mile Flowery Field Primary School SK144SN (477 pupils)
  22. 1.3 mile Godley Community Primary School SK142QB (263 pupils)
  23. 1.3 mile Copley High School SK153RR
  24. 1.3 mile Hyde Community College SK144SP (925 pupils)

List of schools in Dukinfield

School Report

Broadbent Fold Primary School

and Nursery

Tennyson Avenue, Dukinfield, Cheshire, SK16 5DP

Inspection dates 20–21 September 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils behave well and enjoy coming to
The proportion of pupils making expected
Progress across most year groups is good,
The use of support staff, along with well-
school. This is reflected in consistently high
levels of attendance.
progress is high compared with the average,
due to improvements in teaching.
especially in mathematics in Years 3 to 6.
planned lessons, contributes to pupils’ good
progress, including those with special
educational needs.
Teachers are well supported to improve the
The headteacher has guided the school well
quality of their teaching through coaching
programmes within the school and through
partnerships with other schools.
through a period of staffing instability and is
ensuring pupils’ good achievement and the
school’s continuing improvement.
Some teaching remains satisfactory,
Teachers do not always monitor learning in
particularly that of mathematics in Years 1
and 2.
lessons consistently.
Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 2 of 8

Information about this inspection

  • The inspectors observed eight lessons and made eight short visits to lessons.
  • They held meetings with groups of pupils, the Chair of the Governing Body, all staff members
    observed, the local authority adviser, the school’s external adviser (School Improvement
    Partner) and spoke to parents.
  • Inspectors observed the school’s work and looked at: school development planning, local
    authority reports, School Improvement Partner reports, minutes of governing body meetings,
    data related to the tracking of pupils’ progress, senior leaders’ monitoring of teaching and
    learning, safeguarding documents; samples of pupils’ work; parental surveys carried out by the
    school recently and looked at 43 responses to the on-line questionnaire (Parent View).

Inspection team

Clarice Nelson-Rowe, Lead inspector Additional Inspector
Sue Sharkey Additional Inspector
Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 3 of 8

Full report

Information about this school

  • Broadbent Fold is a smaller than average sized primary school.
  • The school has a lower proportion of pupils known to be eligible for the pupil premium than
  • The vast majority of pupils are of White British heritage.
  • The proportion of pupils supported through school action, school action plus, or with a
    statement of special educational needs is below the national average.
  • The governing body manages the before and after-school club.
  • The school exceeds the government’s current floor standards, which sets the minimum
    expectations for pupils’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • To improve achievement in mathematics in Years 1 and 2 by:
    providing more opportunities for staff to develop mathematical subject knowledge in order
    to ensure pupils make at least good progress in acquiring mental arithmetic skills.
  • Ensure that the quality of teaching is consistently good or better by ensuring teachers monitor
    pupils’ learning to ensure they make at least good progress.
Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 4 of 8

Inspection judgements

The achievement of pupils is good
  • In lessons, pupils are well motivated, concentrate well and are keen to demonstrate their
    understanding of what they have learned. For example in a Year 6 mathematics lesson, pupils
    were given many opportunities by the teacher to work together to solve problems and were
    challenged to think deeply about their choice and range of methods. As a result, all pupils
    were later able to accurately and rapidly answer questions about how to make fractions out of
    remainders and how to reduce fractions into their smallest possible form.
  • Children make good progress during the Early Years Foundation Stage. They establish good
    listening and cooperation skills as well as enjoying exploring and playing with a range of
    materials. They benefit from good space and resources as well as skilful teaching.
  • Through Years 1 and 2, pupils make steady progress; although, in mathematics, progress is
    not as strong as it is in reading and writing. Through Key Stage 2 pupils make good progress
    in English and mathematics.
  • Overall attainment is broadly average but above average in English.
  • The learning and quality of education for disabled pupils and those with special educational
    needs is good. This is also the case for pupils who receive additional support from the pupil
    premium funding. This is because of effective small group and one-to-one support from
    teaching assistants. In addition, teachers’ well-planned work for different groups ensures that
    their needs are met well.
  • Pupils’ attainment and progress in reading is good and guided reading sessions help to
    encourage pupils to read widely and with understanding.
The quality of teaching is good

The overall good quality teaching is typified by strong relationships, effective behaviour

management and learning activities that help to promote pupils’ engagement and interest.
When teaching is at its best, pupils have regular opportunities to work collaboratively together,
teachers have high expectations, good subject expertise and pupils have a good

understanding of how to improve their work.

Pupils say that they enjoy lessons and value the extra support, such as in ’Lexia’ and

‘Symphony Maths’ clubs before school that help to improve their English and mathematics


In English, teachers throughout the school provide stimulating and creative activities that

motivate pupils to write well for different purposes. In Key Stage 2 in mathematics, most
teachers have high expectations about the correct use and understanding of key mathematical

terms and using appropriate methods to solve problems.

Scrutiny of pupils’ work shows that teachers assess pupils’ progress regularly and accurately.

Pupils’ work also shows that good teaching strategies are adapted for the particular needs of


Teaching helps to promote pupils’ spiritual, moral, social and cultural development well. For

example, pupils reported that they enjoy learning about the Celts in history and are amazed
when learning about the growth of plants in science, including those in the school’s Memorial


In lessons where progress was only satisfactory, teachers do not always monitor pupils to

check they had followed instructions or to explain what they had learned.

Sometimes teachers do not plan with sufficient subject knowledge to ensure at least good

progress for all pupils in a lesson. Such shortcomings were evident in observations and in the
work of younger pupils in mathematics where there is some insufficient challenge and support

for pupils’ mental arithmetic skills.

Inspection report: Broadbent Fold Primary School and Nursery, 20–21 September 2012 5 of 8
The behaviour and safety of pupils are good
  • Pupils enjoy coming to school, feel safe and appreciate everything that it has to offer.
    Classrooms are calm and orderly. At break and lunchtimes, pupils get on well with each other.
    Pupils have confidence in approaching staff with any problems or concerns and are confident
    that they feel safe in school. They show good knowledge and understanding of internet safety
    issues, as well as safety to do with areas such as drugs, water, electricity and crossing the
  • The school operates an effective behaviour policy which is well understood by pupils. Positive
    relationships and ‘Golden Time’ where pupils choose and benefit from a range of activities
    including sports, helps to motivate pupils. Parents are confident that the school manages
    pupils’ behaviour well.
  • Pupils have a good understanding of different types of bullying. Some report that there are a
    few incidents of bullying, particularly name calling, but pupils say that it is dealt with
  • Attendance is above average due to the rich curriculum and highly effective procedures in
    place to ensure parents bring their children to school on time.
The leadership and management are good
  • The headteacher has strong drive and provides strategic vision. Despite staffing instability, she
    has instigated good improvements to teaching, learning, attendance, staff deployment and
    improving the physical learning environment of the school. As a result, capacity to improve
    further is good. The school’s view of its own strengths and weaknesses are accurate, as well
    as its priorities for improvements.
  • Middle leaders are adding strength to the leadership and management in the school, through
    the regular monitoring of teaching, opportunities to teach with other staff and coaching staff in
    more creative teaching strategies. New and more experienced teachers value the in-house
    expertise of leaders as well as the partnerships with other schools to learn from the most
    effective practice.

Teachers’ performance is managed well as the school has clear expectations for all teachers

which are used to tackle any underperformance. Regular pupils’ progress meetings help to
ensure that teachers view themselves as responsible for pupils’ achievement. There is no

discrepancy between the salary of teachers and the overall effectiveness of the school.

  • The curriculum is vibrant, providing many opportunities for pupils’ good spiritual, moral, social
    and cultural development. For example, pupils reported enthusiastically about visits to the
    theatre and historical sites as well as good opportunities to take part in musical groups, such
    as ‘Young Voices’. Valued experiences, such as writing letters to children in Kenya as well as
    taking part in themed weeks such as ’Spanish Week’ and ’Rainforest Week’, help to promote
    their knowledge of different countries, languages as well as opportunities to work with artists.
  • Parents are satisfied with the quality of education, particularly the breakfast club which helps
    their children to prepare well emotionally and physically for learning.
  • The school’s arrangements for safeguarding pupils meet statutory requirements. There is
    particularly rigorous follow-up of and prevention of absences.
  • The governance of the school:
    the governing body has a good blend of expertise to support different aspects of the
    school’s work
    they are well informed and are able to effectively monitor the work of the school and
    manage finance, due to effective support provided by the local authority as well as the
    School Improvement Partner.
Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 6 of 8

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupil’s needs. This
ensures that pupils are very well equipped for the next stage of
their education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide
well for all its pupil’s needs. Pupils are well prepared for the next
stage of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school
is failing to give its pupils an acceptable standard of education
and the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the
necessary improvement in the school. This school will receive
regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive
regular monitoring by Ofsted inspectors.

Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 7 of 8

School details

Unique reference number 106193
Local authority Tameside
Inspection number 400825

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 233
Appropriate authority The governing body
Chair Mr Reg Patel
Headteacher Mrs Victoria Walker
Date of previous school inspection 19 October 2009
Telephone number 0161 3039411
Fax number 0161 3049214
Email address reveal email: h…
Inspection report: Broadbent Fold Primary School and Nursery 20–21 September 2012 8 of 8


print / save trees, print less