School etc

Broadfields Primary School Closed - for academy Aug. 31, 2013

see new Freshwaters Primary Academy

Broadfields Primary School

phone: 01279 *** ***

headteacher: Mrs M Dickinson


school holidays: via Essex council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 545361, Northing: 210295
GPS coordinates
Latitude: 51.772, Longitude: 0.10539
Accepting pupils
3—11 years old
Ofsted last inspection
March 11, 2010
Region › Const. › Ward
East of England › Harlow › Netteswell
Urban > 10k - less sparse
Special classes
Has Special Classes

September 2010

Page 1

30 June 2011
Miss Michelle Hughes
Broadfields Primary School
CM20 3QA
Dear Miss Hughes

Ofsted monitoring of Grade 3 schools: monitoring inspection of
Broadfields Primary School

Thank you for the help which you and your staff gave when I inspected your school
on 29 June 2011


for the time you gave to our phone discussions and for the

information which you provided before and during the inspection


Discussions with

staff, a member of the governing body, the pupils, the representative from the local
authority and a small group of parents were also very helpful in evaluating the
progress the school has made. Please pass on my thanks to all concerned for the
time they gave to talk to me and the welcome I received
Since the March 2010 inspection, a new headteacher and acting deputy headteacher
have been appointed.

As a result of the inspection on 11 March 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence, I am of the opinion that at this time the school
has made inadequate progress in making improvements and satisfactory progress in
demonstrating a better capacity for sustained improvments.
Achievement is low. Pupils start school with skills below those expected for their age.
They make satisfactory progress in the Early Years Foundation Stage and join Year 1
with skills that remain below those usually seen, particularly in communication,
language and literacy. Attainment has improved in Key Stage 1 this year but
standards remain below national averages. Attainment in Year 6 remains
significantly below the national average. Progress in classes is satisfactory due to the
quality of teaching, which is also satisfactory overall. Pupils make better progress in
reading and standards in reading are closer to national averages. The school is

currently working to improve the teaching of mathematics where pupils’ attainment

Serco Inspections
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Direct T 0121 683 3888

September 2010

Page 2

and progress are weakest. This is because teachers’ use of assessment information

is not accurate enough and lessons are not appropriately matched to the needs of all
learners. Some lessons do not challenge the more able and, sometimes, activities
are too difficult for the less-able pupils. In lessons, there are not enough practical

activities to support pupils’ grasp of key concepts before moving on to more abstract

methods. Lessons do not always engage learners when introductions do not
sufficiently excite their interest.
Progress in the Early Years Foundation Stage has not improved. Strengths in the
Nursery have not been sustained and developments have been hampered by staffing
issues. However, leaders have a clear understanding of what good practice looks like
and know the strengths and weaknesses of the setting. Leaders and managers
demonstrate a determination to improve provision in the Nursery and in elements of
the Reception classes, particularly in ensuring that lesson planning is consistent
across classes. There is now an appropriate balance of indoor and outdoor activities

and learners are able to access both areas during their ‘choosing times’. However,

some activities are not exciting or inviting enough to ensure that children want to
choose them. Other activities limit learning because resources are not stimulating
enough to encourage children to take their own learning forward through structured

play. Teachers’ assessments of children are now more accurate. However,

assessment information is not used well enough and some teacher-led activities do
not sufficiently address the needs of all learners. This is the case when expectations
are too low or when the teaching is pitched too high. Observations of children are
not routinely informing future planning across the Nursery and Reception classes.
Marking has very recently improved in many classes. Spelling and punctuation is
routinely checked and marked more consistently but standards in writing overall
have not improved as a result. Pupils are making generally slow progress and too
few pupils are attaining higher levels. Pupils know their targets but they do not
always contribute to improved progress because they are not always referred to in
marking and feedback. Lesson objectives and success criteria are used in lessons but
are not always made clear enough to pupils. In some lessons, pupils continue to
spend too much time listening and not enough time engaged in practical hands-on
learning. Teachers are routinely planning for differentiation but this is not done well
enough to ensure that activities build on prior learning or that there is sufficient
challenge for higher attainers.
More time is now devoted to science in the curriculum and teachers have received
training in how to teach science effectively, with greater emphasis on developing
skills of investigation. However, pupils’ work shows that attainment here is still low.

Teaching is not good enough to ensure that pupils’ past underachievement is

addressed and that pupil progress accelerates sufficiently. Older pupils do not have a
secure understanding of basic principles in science because of a legacy of weak
teaching. The curriculum has not been adapted sufficiently to ensure that teachers
plan lessons which build on prior learning and address gaps in pupils’ knowledge and

September 2010

Page 3

The school and pupils report that behaviour has improved. The number of exclusions
this year has reduced. However, there remains some low-level disruptive behaviour
in lessons. When I met a very small group of parents during the inspection, concern
was expressed about how behaviour is managed in one year group.
The new leadership team are ambitious for the school. Leaders communicate high
expectations to all members of the school community. Challenging targets have been
set and there is a determination to ensure that all pupils make better progress.

Leaders recognise the need to raise teaching quality in order to improve pupils’

progress. The leadership team has developed to ensure that those with
responsibilities are taking an active role in monitoring the work of the school and
improving teaching. In the lessons observed with senior leaders during the visit,
judgements were accurate and appropriate developmental feedback was identified
for teachers. These are encouraging signs. Very detailed action plans with weekly
targets have recently begun to quicken the pace of change. Much has been done to
improve engagement with parents and carers. There is better information to families
including through an informative website.
The local authority is providing good support to the school. This has recently become

more focused on improving teachers’ skills.

I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Yours sincerely
Michelle Winter

Her Majesty’s Inspector

September 2010

Page 4


The areas for improvement identified during the inspection which took
place in March 2010

 By the autumn term 2010, raise attainment and rates of progress in the

Reception Year by:
- putting in place robust and accurate assessments so that staff can

ensure that children build on what they already know

- developing resources to ensure that children have access to the full

Early Years Foundation Stage curriculum, both indoors and in the
outdoor area

- sharing the good practice in the Nursery and improving liaison between

Nursery and Reception.

 By the summer term 2011, further raise the standard of pupils’ work in

English, mathematics and science in Key Stages 1 and 2 by:
- ensuring that pupils routinely check their spellings and punctuation
- rigorously correcting spelling and punctuation errors in pupils’ work
- providing training for teachers to raise their confidence and expertise

in teaching science

- checking that, in all classes, sufficient curriculum time is devoted to


 Accelerate pupils’ progress in lessons by ensuring that:

- the objectives and success criteria for lessons are sharply focused on

what pupils are expected to learn

- lesson introductions do not go on for too long and pupils have

sufficient time for productive individual or group work

- work in all lessons is closely matched to pupils’ different capabilities
- all pupils have individual targets and clear guidance through marking

that shows them what they need to do to improve.

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