|Name||Broomhill Infant School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Fermaine Avenue, Brislington, Bristol, BS4 4UY|
|Religious Character||Does Not Apply|
|Number of Pupils||167 (44.9% boys 55.1% girls)|
|Number of Pupils per Teacher||19.3|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||29.7%|
|Percentage English is Not First Language||13%|
|Pupils with SEN Support||10.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 January 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.
Information about this school
Broomhill Infant School is an average-sized infant school. There are seven classes, including a Nursery. The proportion of pupils eligible for the pupil premium is higher than the national average. The proportion of pupils receiving support for SEND is lower than the national average. The proportion of pupils with an education, health and care plan is below the national average. The proportion of pupils who speak English as an additional language is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Too few pupils make good progress in writing and mathematics. Work is not sufficiently challenging for pupils in mathematics. Activities planned do not develop pupils’ reasoning and problem-solving skills. Consequently, too few pupils develop a deeper understanding of mathematics. Activities do not develop pupils’ ability to write well across the curriculum. Too few pupils achieve the higher standard. Governors do not monitor the work of the school effectively. This means that they are not able to hold leaders to account fully. The recently reviewed curriculum has not been in place long enough for leaders to evaluate how well it develops pupils’ knowledge, skills and understanding in a range of areas. The role of middle leaders is not fully developed. They are still in the early stages of monitoring and evaluating their areas of responsibility. They are yet to have a clear impact on pupils’ outcomes. The school has the following strengths The headteacher provides determined leadership for the school. Leaders know the changes that need to be made and have begun to move the school forward. Pupils are safe and well cared for. Leaders have taken decisive and effective action to improve attendance. The teaching of phonics is effective and provides pupils with the key skills they need to become confident readers. Pupils with special educational needs and/or disabilities (SEND) are well supported. They make good progress from their starting points. Leaders have taken decisive action to improve the quality of teaching in the early years. As a result, children make good progress in their personal, social and communication skills. Leaders have accurately identified the barriers to learning for disadvantaged pupils. Staff support pupils well to overcome these barriers. Consequently, disadvantaged pupils make strong progress from their starting points. Pupils behave well. Teachers have high expectations of behaviour and pupils respond well to these high expectations.