Broomfield South SILC

Name Broomfield South SILC
Ofsted Inspection Rating Good
Inspection Date 28 November 2017
Address Broom Place, Leeds, West Yorkshire, LS10 3JP
Phone Number 01132771603
Type Special
Age Range 2-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 219 (71% boys 29% girls)
Local Authority Leeds
Percentage Free School Meals 52.7%
Percentage English is Not First Language 18.3%
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. Broomfield School provides day education for pupils who have a wide range of special educational needs and/or disabilities aged 2 to 19 from the Leeds area. The school operates a partnership with two local schools, Windmill Primary School and Rodillian Academy. Some pupils attend these sites as part of their education. Since the last inspection, the number of pupils attending the school has continued to grow. A larger than average proportion of pupils come from disadvantaged backgrounds. All pupils attending the school have an education, health and care plan. The majority of pupils come from White British backgrounds. A number of pupils come from a range of other ethnic backgrounds. Since the previous inspection, there have been a number of staff changes. The chair and vice-chair of the governing body have been in post for a relatively short period of time.

Summary of key findings for parents and pupils

This is a good school The principal and governors share a common vision for pupils’ high achievement and strong personal development in a safe environment. Staff are motivated by the principal’s example. As a result, the school is improving. Leaders have strengthened systems to monitor the school’s performance. They have an accurate understanding of the school’s strengths and weaker areas. Governors hold leaders to account for the school’s performance with increasing rigour. However, governors and senior leaders do not consistently build a holistic picture from individual monitoring activities to identify emerging common areas for development. The work of both senior and middle leaders is increasingly effective. They hold staff to account well. Leaders provide training that improves the quality of teaching. However, checks on pupils’ progress are not as rigorous in a wider range of subjects as they are in core subjects. The curriculum is a strength of the school. It plays an important part in pupils’ personal development. Pupils show respect for each other, staff and visitors to the school. Teachers know their pupils’ needs well. They plan learning that helps pupils make strong progress. Occasionally, teachers’ use of questioning does not move some pupils forward quickly enough. Pupils, including in the sixth form, make good progress across a wide range of subjects. Progress in English and mathematics in the primary phase is particularly strong. Pupils take pride in their learning. They are happy in school and behave well. They feel safe and cared for well. However, a small number of pupils do not attend regularly enough. Highly effective leadership in the early years is marked by both strong links with parents and precise planning for children’s learning. These lead to consistently rapid progress towards the early learning goals. Children are very well prepared for the next steps in learning in key stage 1. The sixth form is led effectively. Students in the sixth form continue to make the same good progress as they did in key stage 4. They achieve appropriate levels of accreditation across a wide range of courses. Students develop important independent and interpersonal skills.