Broadlands Primary School

What Ofsted said

From the inspection on 11 October 2022

Pupils thrive at Broadlands Primary School. Staff know them as individuals. Leaders and staff have established a warm and nurturing feel to the school. Staff help pupils to recognise their own emotions and to care for one another. Pupils feel safe and happy. Pupils, including children in early years, concentrate very well in lessons and behave responsibly. They treat each other, and adults, with respect. There is a wide range of playground equipment, and pupils play happily at social times. Bullying is very rare. Pupils know that there are always adults to talk to, and that any problems will be resolved straightaway. Leaders have high expectations for staff and pupils alike. They have planned an ambitious curriculum for all pupils, including for those with special educational needs and/or disabilities (SEND). Staff identify pupils' additional needs swiftly, so that they can arrange the right support when required. Pupils enjoy reading and they read widely. Pupils benefit significantly from trips and after-school clubs. They have opportunities to develop their own leadership skills, for example as school counsellors or prefects.

What the school should improve

• Other than in English and mathematics, much of the curriculum is new. Some subject leaders have not had opportunities to check how well these new curriculums are being implemented. This means that leaders are unsure as to whether the new curriculum in some subjects is being implemented as intended. Senior leaders should ensure that subject leaders develop the skills and have opportunities to check on the implementation of different subjects.
• Leaders have not considered the opportunities for pupils to learn about a broad range of cultures and traditions other than their own. As a result, some pupils' understanding of other traditions and cultures is underdeveloped. Leaders should make sure that all pupils benefit from opportunities to learn about the range of cultures and traditions in the world.
• At key stage 2, teachers do not give the same priority to developing pupils' spoken communication as they do in early years and key stage 1. Some pupils lack self-confidence and articulacy in putting forward their ideas. Teachers should ensure that pupils have the opportunity to discuss relevant topics, and so continue to develop their abilities to express their views orally.

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