Barnham Broom Church of England Voluntary Aided Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils are proud to belong to this welcoming and inclusive school. They describe it as a place where 'everyone is welcome'. They appreciate the warm relationships they have with staff and with each other. Children in the early years quickly develop the confidence to explore, play and learn. New pupils settle quickly and become valued members of the school community. However, while all pupils feel included and well cared for, their learning experiences are not always adapted consistently enough to help every pupil with special educational needs and/or disabilities to achieve as well as they could. Pupils feels safe and know that staff listen to them and act quickly if they have concerns. Bullying is rare and pupils are confident that staff will help resolve friendship issues fairly. Pupils behave well in lessons and around the school. They are polite, kind and respectful and contribute to the calm atmosphere that characterises school life. Attendance is in line with the national average because pupils enjoy coming to school and families receive help to overcome barriers to attendance. Pupils value the wide range of opportunities available beyond the classroom. Many take part in clubs, sporting activities, performances and leadership roles, including the school and eco councils. Pupils and staff are proud of the choir's positive reputation in the community. Older pupils enjoy supporting younger children and take pride in contributing to the life of the school. These experiences help pupils develop confidence, responsibility and teamwork. Pupils enjoy learning and speak enthusiastically about subjects such as history and science. They are encouraged to think deeply, discuss ideas and broaden their understanding of the wider world. They become confident readers and are well supported if they need additional help. However, pupils do not experience the same consistency of learning opportunities in mathematics and writing. Some pupils and children in the early years, develop gaps in their basic knowledge that slows their progress.

What the school should improve

• Leaders should ensure greater consistency in staff ability to meet pupils' needs and reduce their barriers to learning
• Leaders should ensure consistency of high-quality teaching and modelling of basic skills, particularly in early writing and mathematics, to enhance pupils' learning opportunities and increase their chances of success. This includes for children in the early years.
• Leaders should establish consistently precise classroom routines and strengthen pupils' self-discipline so that learning time is maximised and pupils take greater pride in their work.
• Leaders should ensure that checks of pupils' learning experiences consistently lead to timely improvements. This includes for children in the early years.

Read the full Ofsted report (opens in a new tab)