School etc

Broadwood Primary School

Broadwood Primary School
Broadwood Road
Denton Burn
Tyne and Wear

phone: 0191 2741684

headteacher: Mr Keith Morrison

reveal email: marc…

school holidays: via Newcastle upon Tyne council

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 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

School report

Broadwood Primary School

Broadwood Road, Newcastle upon Tyne, NE15 7TB

Inspection dates 26-27 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 make good progress. Standards of
Lessons are well planned and contain a
Teachers mark pupils’ work with exceptional
Specialist expert support ensures pupils with
attainment at the end of Key Stage 2 are
variety of exciting activities which pupils
greatly enjoy.
care, pointing out how to improve it. This
contributes greatly to the progress pupils
special educational needs and those who
have hearing impairment make progress that
is as good as that of their classmates.
Very effective leaders have driven
Pupils behave well and are safe in school.
considerable improvements since the
previous inspection. These include better
teaching, a richer curriculum and more
rigorous use of information about pupils’
progress to help them learn. These changes
have contributed to improvements in pupils’
Their spiritual, moral, social and cultural
development is very good. In particular, they
are very supportive of each other and treat
the school and everyone in it with great
Attendance, though improving, is still below
the national average. Despite diligent work by
staff, a small number of pupils continue to
attend school too infrequently.
Attainment, though rising, is still not as high
as it could be. Some of the most able pupils
and those at an early stage of learning
English do not make the rapid progress
needed to enable them to attain the very
highest standards. This is particularly so in
Key Stage 1.

Information about this inspection

  • Inspectors observed 24 lessons or parts of lessons. These included two joint observations with
    the headteacher.
  • Inspectors held meetings with two groups of students; with the Chair of the Governing Body
    and one other governor; and with school staff, including senior and middle leaders. They also
    had a telephone discussion with a representative of the local authority.
  • Inspectors observed the school’s work and looked at a number of documents including the
    school’s self-evaluation summary, development plan and assessment information.
  • They were unable to consider Ofsted’s online questionnaire (Parent View) as too few
    responses had been recorded.

Inspection team

Derek Neil, Lead inspector Additional inspector
Julie McGrane Additional inspector
Jan Stephenson Additional inspector

Full report

Information about this school

  • Broadwood Primary School is larger than the average-sized primary school.
  • Most pupils are White British, but the recent arrival of pupils from other countries means
    the proportions from minority ethnic groups and of those who speak English as an
    additional language have rapidly increased and are now well above the national average.
    Many recent arrivals are at an early stage of learning English.
  • The proportions of pupils who are supported through school action, and of those supported
    at school action plus or who have a statement of special educational needs, are above
  • Half of the school's pupils are known to be eligible for the pupil premium, which is well
    above average.
  • High 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.
  • The local authority has a resource centre for hearing-impaired pupils on the school site.
    Currently 11 pupils are registered there.
  • The school meets the government’s current floor standards which set the minimum
    expectations for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Raise attainment further by:
    providing more challenge for the most able pupils
    planning better to meet the needs of pupils who are in the early stages of learning
    English as an additional language
    encouraging pupils to read more widely at home, on their own and with their parents.
  • Improve attendance by working closely with the local authority and with the families of
    persistent absentees.

Inspection judgements

The achievement of pupils is good
  • When children join the Nursery their skills are well below what is normally expected for
    their age, particularly their communication skills. They make good progress in the Early
    Years Foundation Stage but by the end of the Reception Year their skills are still below
  • Their progress slows somewhat in Key Stage 1, then accelerates in Key Stage 2, so that by
    the end of Year 6 their attainment is broadly average. Recent initiatives have led to rising
    attainment; unvalidated test results for 2012 indicate attainment at the end of Key Stage 2
    was above average. Although pupils make good progress overall, some of the most able
    do not make the rapid progress of which they are capable.
  • Pupils with special educational needs also make good progress. They do so because of the
    carefully targeted support they receive in small groups, withdrawn from class for intensive
    work, and because of the close attention they get from their teacher in the small classes
    that the school maintains. In a well-structured Year 2 mathematics session, for example, a
    teaching assistant enabled five pupils to make good progress with their counting skills
    because the lesson was based on a close knowledge of this small group’s particular needs.
  • Pupils who are hearing-impaired get expert support in developing their oral skills as well as
    in learning sign language. Specialist resources and the skilful support of specialist staff in
    classrooms mean that the hearing-impaired pupils can learn alongside their peers in
    mainstream lessons and make good progress.
  • Pupils who speak English as an additional language make progress at a similar rate to that
    of their classmates. Many of the older pupils speak fluent Geordie as well as standard
    English. However, younger pupils who join the school with very little knowledge of English,
    many of whom do not start at the beginning of the Nursery Year, do not progress at a fast
    enough rate to enable them to reach average and above-average standards in their
    English by the end of Key Stage 1.
  • Pupils read well. They successfully use their knowledge of the sounds that letters make
    (phonics) and other strategies for reading unfamiliar words. However, some do not read
    very much at home, either on their own or with their parents. As a result, their vocabulary
    is limited; this restricts their comprehension and the fluency of their reading.

Pupils enjoy their lessons. They show high levels of motivation and concentration. In one

mathematics class, for example, many sighed with disappointment when the teacher asked
them to stop the exercise they were doing and get ready for playtime. Their books are

neat and well presented, showing the great pride they take in their work.

The quality of teaching is good
  • Teachers’ infectious enthusiasm ensures that lessons are lively and greatly enjoyed by
  • Relationships are outstanding. Staff use praise effectively to encourage pupils to give of
    their best and to boost their self-confidence.
  • Teachers have good subject knowledge which they use well when the occasion arises to
    consolidate prior learning. For example, they are quick to identify opportunities to
    reinforce pupils’ understanding of parts of speech and punctuation.
  • Pupils appreciate the wide variety of tasks they are given, all designed to ensure they are
    actively involved throughout the lesson.
  • A salient feature of many lessons is the way pupils refer to each other for support. At
    times this is engineered by the teacher: for example, pupils are asked to visit other groups
    to ‘borrow’ their ideas. In other lessons they do so spontaneously, for example by asking
    their classmates for assistance when they do not understand something.
  • The quality of feedback on pupils’ written work is excellent. Teachers mark work frequently
    and in considerable detail. They accurately point out strengths and areas for improvement.
    This policy is applied consistently by all staff and in all subjects. Pupils take careful note of
    the guidance they are given and this contributes to the good progress they make. For
    example, one pupil promptly responded to an instruction to ‘write shorter paragraphs’ in
    his next piece of work.
  • The best lessons are characterised by teachers’ high expectations of what pupils can do.
    Some, however, have insufficient pace and challenge. For example, pupils sometimes take
    too long to begin a written task. In some mathematics lessons the teacher expects all the
    class to complete the same exercise and does not recognise when a pupil is ready for
    more demanding work. While some teachers use questioning effectively with individual
    pupils to extend understanding, others are less skilful in this area.
  • Progress is less rapid in some classes, particularly in Key Stage 1, because planning does
    not take sufficient account of the needs of some groups of pupils, notably the most able
    and those at an early stage of learning English.
The behaviour and safety of pupils are good
  • Pupils behave very well in class and around the school. They are proud of their school and
    help keep the environment clean and tidy. They treat each other, adults, and the school
    buildings with respect. Pupils from different ethnic groups and those with hearing
    impairment are successfully integrated into the life of the school. The ethos of mutual care
    and support is an outstanding feature of the school’s work.
  • Pupils feel very safe in school. Staff take good care of them; pupils recognise this as one of
    the school’s strengths. Supervision at playtimes is very good. When a loose dog appeared
    on the school field one lunchtime, staff were very quick to spot the threat and remove
    pupils from the yard to the security of the classroom.
  • Bullying is rare. Pupils are confident that, when it occurs, staff deal with it quickly and

Attendance has been low in the past. The development of a range of strategies has

succeeded in raising attendance considerably. Nonetheless, it remains below average. A
small minority of pupils, some from families with little experience of education, often living

some distance from the school, attend too infrequently.

The leadership and management are good
  • Leaders have an accurate and detailed knowledge of the school’s strengths and
    weaknesses. They have led a committed staff through a number of changes which have
    brought about considerable improvements to teaching and to the curriculum. Staff are
    enthusiastic about the changes and recognise the clear impact they have had on pupils’
  • Although the school’s development plan contains too much information to make the main
    priorities clear to all, and although it does not place sufficient emphasis on the needs of
    the most able pupils, leaders at all levels have carried out ambitious plans to raise
    standards throughout the school.
  • Staff make excellent use of data about pupils’ progress. Their close analysis of the
    progress made by individuals and groups has greatly assisted in the drive to raise
    standards. It enables leaders to direct support where it is needed and to demonstrate
    success when it is achieved. For instance, they can point to the more rapid progress made
    by pupils who are known to be eligible for the pupil premium; this has resulted from
    investment in additional staffing.
  • The school’s arrangements for managing the performance of staff are effective and have
    played their part in raising standards. Staff understand they need to be held to account for
    the progress of pupils in their class. They are given ambitious objectives for the attainment
    expected of their pupils; these tend to focus on overall attainment and do not consider the
    progress expected of the most able pupils.
  • A rich and varied curriculum has been designed which now has an appropriate emphasis
    on supporting academic progress. The development of investigative approaches in
    mathematics has benefited other subjects too. The curriculum underpins pupils’ very good
    spiritual, moral, social and cultural development. It ensures pupils thrive in a culture of
    mutual care and respect.
  • The school promotes equal opportunities effectively. Staff work hard to enable all groups
    of pupils to make good progress.
  • The local authority has provided effective light-touch support for the school; this has
    contributed to recent improvements.
  • The governance of the school:
    Governors provide valuable support for the school.
    They are well informed about its work and have a sound understanding of its
    priorities and what data tell them about pupils’ progress.
    A relatively high number of governors are also members of staff; this potentially
    inhibits somewhat the governing body’s ability to challenge senior leaders when

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 pupils’ 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 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 Ofsted inspectors.

School details

Unique reference number 108468
Local authority Newcastle upon Tyne
Inspection number 405170

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 277
Appropriate authority The governing body
Chair Kath McIntyre
Headteacher Marcus Tinsley
Date of previous school inspection 14 February 2011
Telephone number 0191 2741684
Fax number 0191 2747992
Email address reveal email: adm…

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