Broadmead Primary School


Name Broadmead Primary School
Website http://www.broadmead.croydon.sch.uk
Ofsted Inspection Rating Requires improvement
Address 366 Sydenham Road, Croydon, CR0 2EA
Phone Number 02086844003
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 441 (53.1% boys 46.9% girls)
Number of Pupils per Teacher 18.1
Academy Sponsor The Pioneer Academy
Local Authority Croydon
Percentage Free School Meals 39.4%
Percentage English is Not First Language 56.1%
Persisitent Absence 13%
Pupils with SEN Support 13.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (24 September 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

What is it like to attend this school?

The school has improved since the previous inspection.

Pupils feel safe and happy in the school. They trust teachers to deal with any worries they may have and to manage any unkind behaviour. Pupils know what bullying is. They said that it does not occur much, but staff deal with it well when it does happen. They understand how to stay safe in the local community and online. Children in the early years are happy, safe and stimulated.

Leaders communicate well with parents and carers. Pupils said that they feel that this helps them to behave sensibly. They like the fact that leaders also tell their parents when they have behaved well.

Pupils enjoy their lessons in a range of subjects. Leaders organise educational visits to places like museums and galleries to increase pupils’ knowledge. Pupils talked a lot about achieving their personal goals, for example keeping going even when the work is hard. Pupils are motivated because they know that teachers want them to do well.

Teachers are not good enough at finding out what pupils do not know. This means that teachers do not identify pupils’ misconceptions and adapt their teaching. They set work that is often too hard for pupils. Pupils do not achieve well when they do not have the prior knowledge that they need to understand new things.

What does the school do well and what does it need to do better?

Leaders have improved the school. They make sure that pupils learn a wide range of subjects. Regular staff training helps teaching staff to develop their skills. Leaders are considerate of staff workload.

Leaders have built up strong relationships with parents. Parents told us that they are happy with how school is now led and managed. Parents and staff commented that the new headteacher has made many improvements.

Pupils’ attendance and punctuality is now much better than before. Pupils behave well and have good attitudes to learning. Pupils said that the red and green triangle awards and weekly rewards have helped with this.

Leaders and staff encourage pupils to be respectful, kind, gentle and thoughtful. Pupils study a wide range of religions. Leaders and staff teach pupils about the choices people make because of their religion. Pupils learn how to express their opinions and ideas. Pupils do this in a variety of subject lessons including philosophy. For example, pupils debated how to help people who live in poverty and were introduced to a range of moral values.

Pupils with special educational needs and/or disabilities (SEND) achieve well. Staff are well trained to help pupils with SEND. They adapt tasks effectively.Teachers do not ensure that pupils remember what they have learned already. Too often pupils find it hard to learn new things because they do not have the previous understanding that they need. For example, pupils in Year 5 struggle to multiply large numbers because they have not learned how to do so previously. Leaders have not made sure that pupils build their knowledge by learning and remembering what is important. Pupils’ work shows that they repeat the same mistakes.

In the early years, however, teachers plan and set up purposeful activities that build on what children already know. They help all children to learn through song, play and talking. Staff are skilled at capturing and holding children’s interest.

Too many pupils still leave the school at the end of Year 6 underprepared for the start of secondary school, including disadvantaged pupils. At the end of Year 2, pupils do not achieve well in reading, writing and mathematics.

Leaders encourage pupils to love reading. Children learn to read from the moment they join the school. Staff teach early reading successfully in the Reception Year. However, the teaching of reading is inconsistent in Years 1 and 2. Sometimes, staff do not make sure that pupils who find reading hard know and remember a set of phonics sounds before moving on to teach new sounds. At other times, teachers spend too long repeating the same sounds when pupils know them. Some staff are not sure which reading books are best suited for pupils who are starting to read. As a result, some pupils have reading books that they cannot read on their own.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff respond promptly when safeguarding concerns arise. They manage this well so that pupils get the right help and quickly.

Leaders teach pupils how to keep themselves safe. They also invite outside agencies to teach pupils about risks to their safety and how to keep themselves safe from harm. Pupils are made aware of local issues, such as youth crime and gang culture, and how to avoid them. Leaders make sure that pupils are encouraged to keep themselves safe when using computers. They are taught to ignore an online message from someone they do not know, to tell an adult that they trust about the message and keep it as evidence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The quality of education is not yet good. There are gaps in pupils’ knowledge, because the curriculum has not been planned and delivered effectively over time. Therefore, leaders should improve the sequencing of the curriculum for all pupils so that pupils build and remember key knowledge before they learn more complex concepts and skills. . The teaching of phonics is inconsistent in Years 1 and 2. Leaders should ensure that teachers check how securely pupils know previously taught phonics knowledge, provide further practice when needed and move pupils on when their knowledge is secure. Teachers should match reading books to the phonics correspondences that pupils know.