Broadstone First School

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About Broadstone First School

Name Broadstone First School
Ofsted Inspections
Headteacher Mrs Dawn Wilks
Address Tudor Road, Broadstone, BH18 8AA
Phone Number 01202694376
Phase Academy
Type Academy converter
Age Range 4-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 314 (49.4% boys 50.6% girls)
Number of Pupils per Teacher 23.2
Academy Sponsor Castleman Academy Trust
Local Authority Bournemouth, Christchurch and Poole
Highlights from Latest Inspection

What is it like to attend this school?

Broadstone First School is a special place to learn.

The school has high expectations of what everyone can achieve. Parents are highly positive about the school. One parent said, 'The school thinks of each child as an individual, giving each child skills for life and the wider world.'

Pupils like coming to school. They feel safe. The school has an accurate understanding of pupils' individual needs.

It provides effective care and support. Pupils build strong relationships with adults. They know they can approach staff with any worries they may have.

Pupils' behaviour around the school is typically calm and sensible. They behave well in less...ons. When low-level disruption happens, adults deal with this effectively.

Pupils look out for each other. They like to sort out any minor disagreements themselves before approaching an adult.

The school gives very careful consideration to pupils' personal development.

Regular opportunities are built into the curriculum for all pupils to develop their character and individuality. Pupils know what it means to be a good friend. They understand difference.

Pupils say that 'we are all the same on the inside'.

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

The school is highly ambitious for all pupils. This ambition permeates through a culture of teamwork and respect.

There is a strong focus on ensuring adults and pupils are well cared for and valued. All staff, including those new to the profession, are proud to work at the school. The trust is systematic in its approach to continuous school development and improvement.

Reading is prioritised. The school is highly knowledgeable about what they want for children to become confident and accurate readers. As soon as children start in Reception, they develop a love of reading.

Books match the sounds children learn. The school carries out regular checks so that no child is at risk of falling behind. Careful thought has gone into providing access to a range of high quality and diverse texts across the curriculum to support pupils' understanding of the wider world.

Older pupils say they enjoy reading. They know why learning how to read is important. They like having stories read to them.

Pupils enjoy selecting books for pleasure from the 'book bus' to take home and share.

The school has designed a highly ambitious curriculum, including for the early years. Pupils enjoy their learning and are proud of their work.

In mathematics, pupils have regular opportunities to practise and problem solve in real-life situations. Pupils talk confidently about their learning in mathematics and demonstrate how they apply what they know when learning something new. However, in some subjects across the wider curriculum, pupils struggle to recall knowledge in depth beyond what they are currently learning.

For example, in geography, not all key knowledge that has been identified in the curriculum has actually been fully taught. As a result, pupils do not gain the depth of prior knowledge to make connections to new learning.

The school understands the needs of pupils with special educational needs and/or disabilities (SEND) very well.

Close working with families ensures pupils' needs are carefully identified. For pupils with the highest need, staff adapt learning to suit each pupil. As a result, pupils access the same curriculum as their peers both within the classroom and in the specialist resourced provision.

Pupils understand the high expectations set out of how they should behave. They are kind and polite. Pupils play well together.

In social times, structured activities are available that support play. Pupils have positive attitudes to their learning.

The school is passionate to develop high aspirations in pupils of what they can achieve.

It provides exceptionally well for pupils' personal development. An abundance of opportunities to support pupils' confidence, resilience and personal goals are carefully planned across the curriculum. Beyond this, pupils have a wealth of leadership opportunities to support their understanding of becoming good citizens of the future, including young environmentalists and sports ambassadors.

The trust is highly knowledgeable about the work of the school. They provide considered challenge and support. Regular and personalised professional development allows staff to effectively grow in their varied roles.

This is very much appreciated by staff. Morale is high, and all decisions made are in the best interests of children.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, not all key knowledge identified in the curriculum design is being fully taught. As a result, pupils do not have the depth of knowledge to enable them to make links with new learning. The trust needs to ensure that the curriculum is delivered as it expects across all subjects so that all pupils build their knowledge over time in order to know more and remember more.

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