School etc

Broadwood Primary School

Broadwood Primary School
Broadwood Road
Denton Burn
Tyne and Wear

0191 2741684

Headteacher: Mr Keith Morrison

School holidays for Broadwood Primary School via Newcastle upon Tyne council

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279 pupils aged 3—11y mixed gender
420 pupils capacity: 66% full

155 boys 56%


125 girls 45%


Last updated: Oct. 3, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 419614, Northing: 565124
GPS coordinates
Latitude: 54.98, Longitude: -1.6951
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 26, 2012
Region › Const. › Ward
North East › Newcastle upon Tyne Central › Benwell and Scotswood
Urban > 10k - less sparse
SEN priorities
HI - Hearing Impairment
Special classes
Has Special Classes
Free school meals %

Rooms & flats to rent in Newcastle Upon Tyne

Schools nearby

  1. Broadwood Infant School NE157TB
  2. 0.3 miles Waverley Primary School NE157QZ (304 pupils)
  3. 0.3 miles St Bede's RC Primary School NE157HS (213 pupils)
  4. 0.4 miles Excelsior Academy NE156AF (1182 pupils)
  5. 0.5 miles Denton Road Primary School NE156AJ
  6. 0.6 miles Lemington Riverside Primary School NE158RR (156 pupils)
  7. 0.6 miles St George's RC Primary School NE156XX (96 pupils)
  8. 0.6 miles Denton Road Infant School NE156AE
  9. 0.7 miles Lemington Middle School NE157LS
  10. 0.8 miles Stocksfield Avenue Primary School NE52DQ (471 pupils)
  11. 0.8 miles St Cuthbert's High School NE157PX
  12. 0.8 miles Redewood School NE52ST
  13. 0.8 miles St Cuthbert's High School NE157PX (1103 pupils)
  14. 0.9 miles Valley View Nursery School NE156NR
  15. 0.9 miles Ashlyns Unit NE52DX
  16. 0.9 miles West Denton Primary School NE51DN (320 pupils)
  17. 0.9 miles Delaval Infant and Nursery School NE156NR
  18. 0.9 miles The Silverhill School NE52DX
  19. 1 mile Beech Hill Primary School NE52LW (397 pupils)
  20. 1 mile St John Vianney RC Primary School NE51DN (251 pupils)
  21. 1 mile West Denton High School NE52SZ
  22. 1 mile Denton Park Middle School NE52NW
  23. 1 mile Pendower Primary School NE156PE
  24. 1 mile Thomas Bewick School NE52LW (144 pupils)

List of schools in Newcastle Upon Tyne

Broadwood Primary School

Inspection report

Unique Reference Number 108468
Local Authority Newcastle Upon Tyne
Inspect ion number 356366
Inspect ion dates 14–15 February 2011
Report ing inspector John Paddick

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
Nu mber of pupils on the school roll 252
Appropriate authority The governing body
Chair Mrs K McIntyre
Headteacher Mr Marcus Tinsley
Date of prev ious school inspection 27 March 2008
School address Broadwood Road
Tyne and Wear NE15 7TB
Telephone number 0191 2741684
Fax number 0191 2747992
Email address
Age group 3–11
Inspect ion dates 14–15 February 2011
Inspect ion number 356366


The inspection was carried out by four additional inspectors. They visited 17 lessons
taught by 14 teachers. Inspectors scrutinised a wide variety of pupils' work, especially in
English, mathematics and science. They held meetings with the headteacher, teachers
with responsibility for subjects, the Early Years Foundation Stage leader and the Chair of
the Governing Body. Inspectors also met with a group of Year 6 pupils. They observed the
school at work and looked at minutes of the governing body meetings, the school
development plan, records of pupils' progress and safeguarding documentation. Inspectors
also analysed 43 questionnaires from parents and carers, 98 from pupils in Years 3 to 6,
and 28 from members of staff.

  • Levels of attainment reached by Year 6 pupils in English, mathematics and science.
  • Whether all groups of pupils are making at least satisfactory progress.
  • To what extent the monitoring of teaching has improved.
  • Whether the previous shortcomings in Reception have been eliminated.
  • How well the school is using assessment data.

Information about the school

This is an average-sized school. Most pupils are from White British heritages. The
proportion of pupils from minority-ethnic groups is below average. The largest minority-
ethnic group is of Asian background. The proportion of pupils who speak English as an
additional language is lower than average. Half of the school's pupils are known to be
eligible for free school meals, which is much higher than average. Around a third of the
pupils have special educational needs and/or disabilities, which is above average. The
percentage of pupils with a statement of special educational needs is also above that
usually found. Above average numbers of pupils join or leave the school other than at the
usual times. The school provides childcare facilities at the beginning-and-end of the school
day. There is also a hearing-impaired unit run by the local authority on the school site.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 3

Main findings

Broadwood Primary School provides pupils with a satisfactory quality of education. It is a
happy and welcoming school with several good features. An example is the good learning
atmosphere that pervades the school. Another is the good quality of care, guidance and
support that pupils receive. This and the well run childcare provision before-and-after
school are fully recognised by parents and carers and add considerably to pupils feeling
safe and secure. Capacity for sustained improvement is satisfactory. This is because there
have been some improvements but most groups of pupils are still making broadly
adequate progress, as they were at time of the previous inspection. The improvements
relate to more effective assessment procedures and better provision in Reception. The
school's self-evaluation is accurate in most respects and plans to raise attainment have a
high profile. However, the development planning documents themselves are far too
cumbersome and it is difficult to see what the timescales are for the intended
improvements or how and when they are to be monitored and evaluated.
The school sets challenging targets for its pupils but it is only partially successful in
meeting them. This is because there is a wide variation in the quality of teaching from
outstanding to satisfactory. Consequently, progress is uneven across the school. Since the
previous inspection, teaching has been monitored frequently but important weaknesses
remain in a significant minority of lessons. The greatest of these is where teachers
dominate proceedings to the extent that pupils do not have enough time to think and
consolidate their skills. Assessment has improved substantially since the previous
inspection. This helps managers to measure pupils' progress accurately and to take action
when they have concerns.
Pupils display positive attitudes and are keen to discuss their work and their school. They
say that they feel safe and enjoy their education. Attainment has remained fairly constant
since the previous inspection and represents satisfactory achievement for all groups of
pupils over their time in school. Current attainment is slightly below average in most year
groups because fewer pupils than usual are reaching the higher National Curriculum levels
in English and mathematics. Attainment in science has improved since the previous
inspection because there has been a greater emphasis on practical work.

What does the school need to do to improve further?

  • Raise standards in English and mathematics to at least average by:
    monitoring teaching more effectively to increase the proportion of good and
    better lessons
    ensuring a better balance between teacher direction and pupil activity in lessons
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    raising teachers' expectations of the progress that pupils can make
    using time more effectively in lessons and increasing the pace of learning.
  • Strengthen school development planning by:
    clarifying responsibilities timescales, monitoring and review procedures
    involving governors more in development planning and giving them a stronger
    role in helping to review its effectiveness.
  • Up to 40% of schools whose effectiveness is judged satisfactory may receive a
    monitoring visit by an Ofsted inspector before their next section 5 inspection.
Outcomes for individuals and groups of pupils 3

Pupils enjoy their education and display positive attitudes to learning. Their good
behaviour helps to promote a good learning atmosphere in all classrooms. The
development of good social skills and confidence enables pupils to enjoy productive
relationships with the adults who work with them and make friends amongst their peers.
Pupils' behaviour at playtime and lunchtime is particularly good. They have a strong grasp
of what constitutes a healthy lifestyle and can give many examples of how this affects the
way that they eat, drink and take exercise. Spiritual, moral, social and cultural
development is good. Pupils develop a social conscience and they are keen to express
their views. Their attendance is satisfactory overall but the number of persistent absentees
is higher than average.
Attainment has remained just below average since the previous inspection. Current
attainment in Year 6 is similar to this. Achievement is satisfactory because children join
the Nursery with well-below average age-related skills. Standards in science are higher
than in English and mathematics because pupils are expected to reach a higher level more
quickly. Most pupils are confident to plan an experiment, carry it out, produce coherent
tables of results, convert them into graphs and reach a conclusion. In English, most pupils
can produce extended descriptive writing and in mathematics they are confident with
number to the extent of using decimals and fractions. Most pupils make satisfactory
progress and a minority progress well. Pupils with special educational needs and/or
disabilities and those from minority-ethnic backgrounds make the same progress as their
peers. Pupils take a pride in the presentation of their written work because teachers
emphasise the importance of it. An increasing number of pupils arrive at the school part
way through the year, when their families move into the locality. The school does its best
to minimise the effect of the disruption to their education but inevitably some of them
take time to make the progress of which they are capable.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 3
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teaching is satisfactory overall, sometimes good and occasionally outstanding. Teachers
promote good relationships with their pupils and manage their classes well. They mark
pupils' work well by indicating clearly where they have made mistakes and explaining what
they need to do to make improvements. In an outstanding religious education lesson with
Year 5, the teacher utilised an excellent range of resources and very quickly enabled
pupils to understand the power of the symbolism used by Jesus Christ. Assessment has a
high profile in the classroom and teachers make it clear how the work pupils are doing
relates to their National Curriculum targets. However, in some lessons, pupils' progress is
restricted because the teachers talk and question their class for too long. This causes the
pace of learning to decline. In good lessons, pupils are given much more time to think and
engage actively in a variety of learning activities. Teachers put a lot of effort into planning
their lessons to meet the needs of all of their pupils. This aspect of their work is usually
successful but there are instances where more thought could be given to the ways in
which they could extend the learning of the most-able pupils.
The curriculum provides pupils with a secure route towards making satisfactory progress
in their basic skills. It does not fully promote good academic progress for most pupils but
there are some good features. Frequent and accurate assessment identifies pupils who are
underachieving and triggers extra help for them, often on a one-to-one basis. A good

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

range of extra-curricular activities and visits makes a strong contribution to pupils'
personal development.
Good quality care, guidance and support make effective contributions to the quality of
pupils' education. This aspect of the school's work is fully recognised as a strong feature
by pupils and their parents and carers. Specialist help for pupils with the greatest levels of
need is effective in enabling them to participate fully in all aspects of school life.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher provides the school with effective leadership. He is well-supported by
other managers and has the full confidence of staff, parents and carers. Staff morale is
excellent. Since the previous inspection there has been a strong focus on measuring the
progress that pupils make and providing extra help when they are not doing as well as
they should. The frequency of lesson monitoring has improved but there is still work to be
done in making it fully effective because many lessons are still satisfactory rather than
good. Managers know what needs to be improved but development planning is not clear
about timescales, responsibilities, or monitoring and review procedures. The members of
the governing body are dedicated to providing the best possible education for the pupils
and have a clear understanding of the school's strong features and where improvements
are still needed. However, their role in helping to formulate and monitor the school
development plan is not fully embedded into their procedures.
Good safeguarding features are firmly in place and have a high profile in the daily life of
the school. Procedures for keeping the school's youngest children safe and secure are
particularly good. Promotion of community cohesion is a developing area. Several aspects
of provision are good, for example, the emphasis on an understanding of different faiths
and cultures, but there is no evaluation of its impact. Good links with a range of agencies
are instrumental in providing many of the school's pupils with specialist help to overcome
barriers to learning. A good example is the hearing-impaired unit run by the local authority
on the school site. Promotion of equal opportunities is good and there is no evidence of
discrimination. The school provides well organised childcare groups at the beginning-and-
end of the school day. These are much valued by parents and carers and provide good
opportunities for pupils to socialise and prepare for the day ahead.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
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 3

Early Years Foundation Stage

Children in the Early Years Foundation Stage benefit from a welcoming environment and
good teaching. When they first join the setting, their skills are well below the levels
expected for their ages. Good progress in Nursery and Reception means that they enter
Year 1 with broadly average skills. Children make good progress because they receive
excellent levels of personal help from a dedicated staff and consistently good and
imaginative teaching. They really enjoy their lessons and respond extremely well to the
activities that teachers and their assistants provide for them. The improved quality of
provision in Reception since the previous inspection has played a major role in
accelerating learning.
Children develop effective personal skills quickly and they are keen to talk about their
work to visitors. Confidence increases as they get used to routines and the adults who
work with them. A good balance between adult-led activities and free choice means that
children develop speaking and listening skills well and soon learn to make friends, share
and explore. They enjoy working and playing outside but the lack of areas where they can
shelter from the rain means that activities are restricted in inclement weather. Good
leadership and management mean that the Early Years Foundation Stage programme is
well organised, interesting, vibrant and continuously adjusted to meet all children's needs.
All members of staff work well as a team and staff morale is excellent. The well-organised
childcare provision before and after school provides valuable opportunities for children in
the Early Years foundation Stage to meet and socialise with older pupils. This helps to
develop their communication skills.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Compared with the average a very small number of parents and carers responded to the
questionnaire. These parents and carers have an extremely positive view of the school and
the quality of education that it provides for their children. They are of the view that it
meets their children's needs and keeps them safe.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Broadwood Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to recor d how strongly they agreed with 13 statements
about the school.
The inspection team received 43 completed questionnaires by the end of the on-site inspection. In total,
there are 252 pupils registered at the school.
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%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 19 44 24 56 0 0 0 0
The school keeps my child
22 51 21 49 0 0 0 0
My school informs me about
my child's progress
22 51 20 47 1 2 0 0
My child is making enough
progress at this school
22 51 21 49 0 0 0 0
The teaching is good at this
26 60 17 40 0 0 0 0
The school helps me to
support my child's learning
22 51 21 49 0 0 0 0
The school helps my child to
have a healthy lifestyle
21 49 22 51 0 0 0 0
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
19 44 23 53 0 0 0 0
The school meets my child's
particular needs
20 47 23 53 0 0 0 0
The school deals effectively
with unacceptable behaviour
20 47 22 51 1 2 0 0
The school takes account of
my suggestions and concerns
20 47 21 49 1 2 0 0
The school is led and
managed effectively
21 49 22 51 0 0 0 0
Overall, I am happy with my
child's experience at this
23 53 20 47 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding 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 of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: 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.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: 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 school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: 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.

16 February 2011
Dear Pupils

Inspection of Broadwood Primary School, Newcastle-upon-Tyne, NE15 7TB

Thank you for making the team so welcome when we came to inspect your school
recently. We would like to thank all of you who filled in the questionnaires and those of
you who met with us. Thank you also to those of you who were so keen to talk to us in
class and at break and lunchtime. We were very impressed by your good behaviour and
the sensible way that you move around school. We were pleased to find that the adults
who work with you really care about you and look after you well.
We found that Broadwood Primary School is providing you with a satisfactory education.
There have been improvements since the previous inspection. For example, children in
Reception are making much more progress than they were and your teachers all have a
much better grasp of the amount of progress that you are all making. This means that if
you are falling behind you get extra help to catch up again. We found that your lessons
are at least satisfactory, often good and occasionally outstanding. Your questionnaire
returns show that you are very happy with your school.
Your school can still improve further and we have asked the governing body, headteacher
and staff to make some changes to help you to learn more quickly, especially in English
and mathematics. These are to:

  • improve some lessons so that all of you are taught well all of the time
  • plan to move many of you onto more difficult work more quickly
  • reduce the amount of time that teachers talk in some lessons so that you can get
    down to writing and other activities more quickly.

You can help by continuing to behave as well as you do and always working hard.
Yours sincerely

John Paddick
Lead inspector


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