Broad Heath Community Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils feel a strong sense of belonging and thrive in a school that prioritises their safety, wellbeing and success. Staff keep them safe and know them well. They act quickly if concerns arise. Pupils move around school calmly and cheerfully, greeting visitors with confidence and courtesy. Behaviour stays positive in lessons and at social times. Pupils exemplify the school’s ‘be kind, be respectful, be our best’ mantra and show pride in learning. Staff deal with bullying swiftly when it occurs, and it happens rarely. Most pupils attend well, but some still miss too much time at school. Disadvantaged pupils thrive and achieve well. Staff act quickly and effectively when gaps appear in pupils' knowledge so they do not fall behind. Pupils with special educational needs and/or disabilities are well supported so they learn successfully alongside their peers. Leaders and staff know pupils’ needs in detail so they benefit from tailored provision in classrooms and within the ‘Hive’ and ‘Hub’, where specialist support is on offer. In the early years, children settle well and prepare securely for the next stage, though there is scope for them to develop their range of vocabulary further. Pupils enjoy coming to school and speak enthusiastically about the extensive range of opportunities available. They take part in clubs, trips and cultural celebrations that build confidence and resilience. Facilities such as the robotics lab, the swimming pool and green room make learning exciting and purposeful. Pupils take pride in their leadership roles, including those on the school council and ‘citizen of the week’. These opportunities give pupils a voice and help them understand responsibility and democracy. Pupils grow into confident, respectful and responsible young people who live out the school’s motto to ‘give, gain and grow’.

What the school should improve

• Leaders should improve teachers' use of assessment to consistently identify and address misconceptions swiftly and move pupils on when ready. Thus ensuring that there is high challenge and stronger outcomes across subjects. • Leaders should maximise language-rich, high-quality interactions so that children develop the communication and language skills they need to be very well prepared for their next steps. • Leaders should strengthen their attendance strategies to identify what works best, remove barriers for key groups of pupils and reduce persistent absence further.

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