Broomhill Infant & Nursery School

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About Broomhill Infant & Nursery School

Name Broomhill Infant & Nursery School
Ofsted Inspections
Headteacher Miss Hayley Farthing
Address Fermaine Avenue, Brislington, Bristol, BS4 4UY
Phone Number 01173534440
Phase Primary
Type Foundation school
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 191
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

The school is a friendly, happy and inclusive place for pupils to learn. Leaders and staff aspire for all pupils to succeed.

The school's motto, 'Nature, Nurture, Knowledge', is carefully woven into exciting learning experiences for pupils. Pupils are excited to find things out and keen to do their best. As a result, there is a purposeful buzz of activity throughout the school.

Pupils in the 'Blossoms' specialist provision are included in all aspects of school life. Parents and carers are delighted with how well their children learn. Comments from parents included: 'My child is flourishing,' and 'They have made big improvements.'

Pupils are caring,... polite and respectful. They listen to others and behave well because they understand what is expected of them. Pupils understand that everyone is different and they accept people for who they are.

Pastoral provision is exceptionally effective. Staff are kind and supportive. They develop good relationships with pupils.

As a result, pupils feel safe and well cared for. Pupils confirm that bullying is rare. They are confident that adults quickly sort out any problems that might arise.

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

Leaders, including governors, are committed to providing pupils with a high-quality education. Leaders carefully consider pupils' needs. They help staff to design a rich, interesting curriculum, with well-planned sequences of learning.

Staff morale is high. They feel well supported by leaders.

Staff make effective use of the school grounds to provide stimulating experiences that motivate pupils to explore.

For example, pupils enjoyed building dens for their teddy bears during 'Tinkering Tuesday'.

Pupils with special educational needs and/or disabilities (SEND) benefit from sharply focused additional support. Pupils learn with their peers and achieve well.

For example, during music lessons, pupils take delight in moving their bodies and playing instruments in time to the music. All pupils in the school learn sign language. This helps pupils who are still developing their speech and language to communicate with others.

Staff inspire pupils to love reading. Children learn to read as soon as they start school. They read regularly.

Leaders have implemented a new phonics programme, which has improved the consistency of the teaching of reading. Some pupils find reading difficult, but additional support is improving their confidence and fluency. Pupils love listening to stories.

Children in the Nursery Year enjoy using props to act out 'We're Going on a Bear Hunt'.

Teachers ensure that pupils develop knowledge and skills in a broad range of subjects. For example, children in the early years count and compare numbers of conkers, using vocabulary such as 'more' and 'less'.

They fill containers with sand and water to develop an understanding of capacity.

Staff use effective assessment to check how well pupils learn the curriculum. They adapt learning, when necessary, in order to consolidate pupils' knowledge.

However, some pupils have gaps in their learning, in part due to COVID-19. Leaders provide additional support to help remedy these knowledge gaps. However, this is in its infancy and the impact is yet to be seen.

Pupils have positive attitudes to learning and concentrate well. Low-level disruption is rare. 'The Nest' provides a safe, calm space for the minority of pupils who find it hard to manage their emotions.

Pupils practise mindfulness, listen to music and enjoy taking Jack the dog for walks. They are encouraged to talk about their feelings, which helps them to recognise and manage their emotions appropriately.

The school supports pupils' personal development well.

For example, pupils learn about different faiths. They visit a local synagogue. Pupils learn to care for others.

They donate items to a local food bank and raise money for charity. If pupils feel lonely, they know they can sit on the 'buddy bench' and someone will come and talk to them.

Pupils develop their independence and learn to take risks, for instance through climbing trees and building assault courses.

Pupils can join clubs such as woodwork and cookery. They enjoy taking on positions of responsibility when they become eco warriors or members of the school council.


The arrangements for safeguarding are effective.

Leaders prioritise safeguarding. They carry out the necessary checks to ensure that staff are safe to work with children. Leaders provide training for all staff.

This ensures that they understand how to refer concerns. Leaders act swiftly when they believe a pupil to be at risk. Therefore, pupils get the help they need.

Leaders maintain detailed records and regularly check the impact of their actions.

Pupils learn about online safety and road safety. Pupils find out about people who keep us safe, including when the police and fire service visit.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils have gaps in their knowledge. This means that they are unable to build their knowledge as well as they could. Leaders should continue to provide pupils with sharply focused support, so that they know more and remember more.

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