Broadwood Primary School
Tyne and Wear
phone: 0191 2741684
headteacher: Mr Keith Morrison
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 %
- Broadwood Infant School NE157TB
- 0.3 miles Waverley Primary School NE157QZ (304 pupils)
- 0.3 miles St Bede's RC Primary School NE157HS (213 pupils)
- 0.4 miles Excelsior Academy NE156AF (1182 pupils)
- 0.5 miles Denton Road Primary School NE156AJ
- 0.6 miles Lemington Riverside Primary School NE158RR (156 pupils)
- 0.6 miles St George's RC Primary School NE156XX (96 pupils)
- 0.6 miles Denton Road Infant School NE156AE
- 0.7 miles Lemington Middle School NE157LS
- 0.8 miles Stocksfield Avenue Primary School NE52DQ (471 pupils)
- 0.8 miles St Cuthbert's High School NE157PX
- 0.8 miles Redewood School NE52ST
- 0.8 miles St Cuthbert's High School NE157PX (1103 pupils)
- 0.9 miles Valley View Nursery School NE156NR
- 0.9 miles Ashlyns Unit NE52DX
- 0.9 miles West Denton Primary School NE51DN (320 pupils)
- 0.9 miles Delaval Infant and Nursery School NE156NR
- 0.9 miles The Silverhill School NE52DX
- 1 mile Beech Hill Primary School NE52LW (397 pupils)
- 1 mile St John Vianney RC Primary School NE51DN (251 pupils)
- 1 mile West Denton High School NE52SZ
- 1 mile Denton Park Middle School NE52NW
- 1 mile Pendower Primary School NE156PE
- 1 mile Thomas Bewick School NE52LW (144 pupils)
Broadwood Primary School
Broadwood Road, Newcastle upon Tyne, NE15 7TB
|Inspection dates||26-27 September 2012|
|Overall effectiveness||This inspection:||Good||2|
|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
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
- 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.
|Derek Neil, Lead inspector||Additional inspector|
|Julie McGrane||Additional inspector|
|Jan Stephenson||Additional inspector|
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
- 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
|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 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.
|Unique reference number||108468|
|Local authority||Newcastle upon Tyne|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3-11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||277|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 February 2011|
|Telephone number||0191 2741684|
|Fax number||0191 2747992|
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