|Name||Broseley CE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2014|
|Address||Dark Lane, Broseley, Shropshire, TF12 5LW|
|Religious Character||Church of England|
|Number of Pupils||229 (53% boys 47% girls)|
|Number of Pupils per Teacher||30.9|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||1.3%|
|Pupils with SEN Support||19.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Broseley Church of England Primary School is smaller than the average-sized primary school. The very large majority of pupils come from White British backgrounds and a very small minority come from minority ethnic backgrounds. As a result very few are at the early stages of learning English. The percentage of pupils who are supported through the pupil premium (which provides additional funding for pupils in local authority care and those known to be eligible for free school meals) is below average. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve standards in reading, writing and mathematics that are always as good as, and sometimes better than, the national average. Pupils make good progress from the moment they enter the school to the time they leave. Progress is particularly rapid in the Reception Year and in Years 5 and 6. Teachers have high expectations; teaching is nearly always good and some is outstanding. There are strong and positive relationships between teachers and pupils. Pupils’ behaviour is good, both in lessons and around the school, and they feel safe in school. Their ability to work together in pairs and groups is excellent. The headteacher has had a significant impact on the quality of teaching in the school. All staff share her high expectations, and this is driving up the achievement of pupils in this rapidly improving school. The headteacher has introduced excellent systems for checking pupils’ progress. Any underachievement is dealt with quickly and effectively. The governing body’s understanding of the day-to-day work of the school has improved since the last inspection. They set challenging targets for school leaders and work very effectively as a team in support of the school. It is not yet an outstanding school because : Pupils, particularly the most able, do not always have the opportunity to explore every subject in enough depth to give them the very best start at secondary school. Pupils are not regularly encouraged to correct their spellings. Subject leaders do not have sufficient responsibility for improving pupils’ performance in their areas. Pupils have a limited awareness of the diversity of cultures and faiths in this country and around the world.