Broadway Junior School
Tyne and Wear
phone: 0191 5535980
headteacher: Mrs M Acklam
270 pupils capacity: 94% full
140 boys 55%
115 girls 45%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 436750, Northing: 555662
- GPS coordinates
- Latitude: 54.894, Longitude: -1.4285
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 8, 2010
- Region › Const. › Ward
- North East › Sunderland Central › Barnes
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles St Cuthbert's Roman Catholic Voluntary Aided Primary School SR48HP (252 pupils)
- 0.3 miles Grindon Hall Christian School SR48PG
- 0.3 miles Grindon Hall Christian School SR48PG (540 pupils)
- 0.4 miles Sandhill View School SR34EN (820 pupils)
- 0.4 miles Springwell Dene School SR34EE
- 0.4 miles Springwell Dene School SR34EE (58 pupils)
- 0.5 miles Sunningdale School SR34HA (82 pupils)
- 0.6 miles Pennywell School SR49BA
- 0.6 miles Academy 360 SR49BA (801 pupils)
- 0.7 miles Pennywell Nursery School SR49AX (102 pupils)
- 0.7 miles Barnes Junior School SR47QF (289 pupils)
- 0.7 miles Havelock Community Primary School SR40DA
- 0.7 miles St Anne's Roman Catholic Voluntary Aided Primary School SR49AA (230 pupils)
- 0.7 miles Highfield Community Primary School SR40DA (396 pupils)
- 0.8 miles Sunderland Pupil Referral Unit SR31SS
- 0.8 miles Barnes Infant School SR47QF (334 pupils)
- 0.8 miles Thorney Close Primary School SR34BB (266 pupils)
- 0.8 miles Bede School SR34AH
- 0.8 miles Humbledon School SR31SS
- 0.8 miles City of Sunderland College SR34AH
- 0.8 miles KS2/3 PRU SR31SS (8 pupils)
- 0.8 miles Barnes Infant School SR47QF
- 0.9 miles Grindon Infant School SR49QN (213 pupils)
- 0.9 miles Quarry View Junior School SR40HB
Broadway Junior School
Springwell Road, Sunderland, Tyne and Wear, SR4 8NW
|Inspection dates||3–4 December 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils’ reading is a strength of the school’s work, |
Members of the auxiliary staff play an important
Evidence in books, in classrooms and in the
Pupils’ behaviour is good and improves as they
because of the high priority the school gives to it
and the involvement of all adult staff in listening
to pupils read.
part in helping pupils to read well.
school’s records show that teaching over time has
move through the school.
| The headteacher and deputy headteacher make a |
Middle leaders make a good contribution to pupils’
The governing body are committed and ambitious
good team with their different specialisms and
preferences. One likes keeping a check on systems
to track achievement, while the other specialises in
progress and to improving teaching.
and supports the school well.
| Pupils’ achievement in writing did not match that |
Pupils make too many spelling errors and do not
in reading and mathematics in 2014.
take enough pride in their handwriting.
| When pupils respond to the teachers’ comments |
Higher-ability pupils are not always given more
after their books are marked they are not given
sufficient guidance on how it might be improved
Information about this inspection
- Inspectors visited 17 lessons or parts of lessons taught by 10 different teachers. One lesson was observed
jointly with the headteacher.
- Inspectors listened to pupils read, talked with them about how much reading they did and looked at their
work in class.
- Discussions took place with members of the governing body, staff, groups of pupils and two
representatives from the local authority.
- Documents were examined, including those relating to safeguarding, the school’s improvement plan, and
records of the school’s checks on teaching and learning, as well as its own assessment data.
- Sixteen parents responded to the online questionnaire (Parent View). The results of the school’s own
questionnaire, which surveyed the views of 117 parents, were also studied.
- Twenty-eight members of staff completed questionnaires about their view of the school.
|Frank Cain, Lead inspector||Additional Inspector|
|Julie McGrane||Additional Inspector|
Information about this school
- Broadway is an average-sized primary school.
- The proportion of pupils classed as disadvantaged and eligible for the pupil premium is well above
average. (The pupil premium is additional funding for those pupils who are known to be eligible for free
school meals, and those that are looked after by the local authority.)
- The proportion of disabled pupils and those who have special educational needs is just below average.
- Almost all pupils are from White British communities.
The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in English and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Accelerate pupils’ progress and improve their attainment, particularly in writing, by:
having more emphasis on basic writing skills, so that pupils improve their presentation, spelling and
punctuation across all subjects
making sure that work for pupils is sufficiently hard, particularly for higher-ability pupils
ensuring greater consistency in the guidance given to pupils, so that they know how to improve their
work and learn from their mistakes.
|The leadership and management||are good|
- The headteacher, deputy headteacher and other leaders in the school are very experienced in their roles
as managers and support for them, from other staff and parents, is good.
- The good management of teachers’ performance has improved the quality of teaching in the school.
- The leadership of teaching and learning is good, and lessons are regularly observed by the leaders and
also by subject leaders, who also check on the quality of pupils’ work.
- The leaders of the key areas of English and mathematics have regular half-termly pupil progress meetings.
Information about pupils’ progress is used to plan well-targeted professional development courses for
teachers and teaching assistants.
- A member of staff has now taken charge of overseeing the provision for the disadvantaged and the most
able pupils, and is well informed about the achievement of both groups. The pupil premium funding has
been used to provide additional staff and resources. The school’s analysis of data shows secure progress
for pupils targeted by this spending.
- Pupils have opportunities to connect with people from other cultures. Pupils run a healthy tuck shop in
school and the profits from it have been sponsoring the education of a girl in Ghana for a number of
- The curriculum is organised around themes, such as the Victorians, and now includes computer
programming. There are opportunities for studying the local history of Sunderland and all pupils have the
opportunity to take part in residential visits, to Cumbria, for example. Pupils are taught values of respect
and tolerance for others in assemblies as well as in lessons.
- A large proportion of pupils access school clubs, which take place at lunchtime and after school. The
school has set up its own rock band, with the help of a teacher and a member of the school governing
- The school recognises the importance of the role of parents in raising the achievement of pupils. Parental
attendance at parents’ evening is very good. The school’s ‘family learning’ programme is well regarded
and parents and their children enjoy the experience of working together.
- The school is inclusive and the vast majority of pupils have an equal chance to be successful.
- The extra funding provided for primary school sport has been used effectively to introduce new activities,
such as dance, and to improve teachers’ skills in teaching gymnastics.
- The local authority has provided recent support for the school in reviewing English across the school.
- The school’s arrangements for safeguarding meet current requirements.
- The governance of the school:
The governors understand the school is improving pupils’ achievement, including that of disadvantaged
pupils and those with a disability or special educational needs. Governors are less specific, however, on
the actual amounts of progress made by these pupils.
The governors are clear about the quality of teaching in the school and understand that teachers’
performance needs to be managed in a way that enables them to reward good teaching. Their
management of resources is good and they can pinpoint where recent extra funding for school sports is
used to create new opportunities for pupils.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- The school’s no-nonsense behaviour policy encourages good behaviour from the time pupils enter the
school and, by the time they reach Years 5 and 6, it is excellent. Classrooms are calm and orderly and
there is a very positive attitude towards school work.
- Pupils are friendly and polite to visitors. They greet them with smiles and open doors for them.
- When working together in groups, pupils are keen to help each other.
- Pupils look exceptionally neat in their school uniform, the school is litter free and corridor wall displays are
well kept. Clearly, pupils are proud of themselves and their school.
- The vast majority of pupils, staff and parents think behaviour is good. Some pupils, however, said that
behaviour on the playground is not as good as it is in the classrooms.
- School records show that there have been no exclusions for at least three years.
- The school’s work to keep pupils safe and secure is good.
- Pupils say they feel safe and they love coming to school. The school is seen by pupils as a safe place to
learn and to make new friends in the zumba class or in the football team.
- One comment summed up the views of pupils saying, ‘Teachers, helpers and friends, we all make a safe
- Pupils are aware of how to keep safe and have a good knowledge of the dangers of smoking and what
they need to do in case of fire.
- Pupils say bullying is infrequent and any is dealt with well by the school. Pupils understand bullying can
take different forms and they are aware of the dangers presented by new technology (cyber bullying),
because the school has responded well to addressing the possible problems it causes.
- A small number of pupils do say ‘silly name-calling’ is sometimes a problem outside the classroom.
- The school’s systems for keeping the more vulnerable pupils safe are good and thorough records are kept
showing the considerable support these pupils are receiving, leading to them making good progress.
- Pupils’ attendance overall is broadly average, but the school has significantly reduced the number of pupils
absent for prolonged periods.
- The school staff work hard to promote good attendance and to challenge any unnecessary absence.
|The quality of teaching||is good|
- Teachers have high expectations of pupils in lessons and pupils are enthusiastic learners. This was
confirmed by inspection evidence that included: observations in class; looking at pupils’ work in books
from the past two years; and speaking with pupils and parents.
- Pupils are keen to take part in lessons, by answering and asking questions, and to demonstrate what they
are capable of in front of their classmates.
- In mathematics, activities are often practical, and include problem solving and investigation work, such as
charting how temperature rises and falls. Many pupils report that they enjoy mathematics. This was clearly
apparent during a Year 5 session, for example, when pupils were learning multiplication by singing out the
answers. They evidently enjoyed this, while at the same time learning effectively.
- While pupils are engaged in some complex work in literacy, their basic written work is not as good as their
reading because of errors in spelling, punctuation and untidy handwriting. This is also evident across
pupils’ topic work and also in mathematics.
- In Year 3 English pupils were studying the poetry of Wilfred Owen, linking their topic work on the First
World War to literacy. The reading was very challenging for pupils but it gave them an opportunity to
write a diary reflecting a soldier’s life in the trenches.
- In a Year 6 English class pupils showed they had a good understanding of literacy terms, which they could
use to capture the interest of a reader of their work. Pupils’ books contained many examples of highly
imaginative writing One pupil exclaimed, ‘I love adverbs because they set the mood.’ (for a story).
- Pupils think teaching is good and say that teachers give good advice to pupils on how to improve their
work during lessons.
- Pupils value the new ‘green pen’ marking in their books, where they respond to the teachers’ comments.
At times, these are not always directed towards improving pupils’ learning. Pupils say, however, that this
style of correction gives them more confidence in judging how well they are doing.
- Pupils also found the interactive whiteboard effective for learning, for example, by demonstrating how
light is reflected from objects.
- Teaching assistants perform a vital role in many classes in helping pupils to make good progress. They ask
appropriate questions to make pupils think and do not resort to answering the question for them.
- Pupils value homework because they say it helps them learn. This positive picture was supported by all
parents who responded to both questionnaires.
|The achievement of pupils||is good|
- When pupils enter the school, many are at standards of attainment that are below the national average
for their age, but by the time they leave their attainment is close to the national average, apart from in
writing in 2014.
- Over time, pupils make consistently strong progress in reading and in mathematics. Pupils’ progress in
writing is less consistent, and dipped slightly in 2014.
- The most able pupils do not always make as much progress as they could. In response to this, the
performance of these pupils is now carefully tracked by the school’s information system. Nevertheless, at
times, these pupils are not given the extra challenge that they need in order to do as well as they possibly
- In contrast, extra support for the most able readers is good (the ‘Broadway Bookworms’) and they meet
each Friday after school to improve their reading skills.
- Because of the well-targeted extra support for disadvantaged pupils the attainment gap between them
and other pupils in the school reduced in 2014. It is on track to reduce even further in the current Year 6
to the equivalent of less than half a term in reading, writing and mathematics. The gap with pupils
nationally is also narrowing. In 2014, disadvantaged pupils at the school were about a term behind non-
disadvantaged pupils nationally in reading and mathematics, and about two terms behind in writing.
- Reading is a strength of the school’s work. Pupils value the extra support they get from adults, including
the headteacher and the cleaning staff who listen to them read. The commitment of the school’s auxiliary
staff to helping pupils is outstanding and is possibly unique. A few weaker readers lack confidence when
reading, but are still willing to try their best.
- The pupils’ many activities outside lessons is used as a stimulus for writing exercises and these activities
are helping to improve their written work, particularly when writing at length. The school’s ‘big writing
books’ show pupils are making good progress. These books also show some examples of the excellent
progress being made by pupils with special educational needs.
- Generally, pupils with a disability or special educational needs make good progress from low starting
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ 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
|Unique reference number||108757|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||245|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 February 2010|
|Telephone number||0191 553 5980|
|Fax number||0191 553 5982|