Broomhill Primary School

What Ofsted said

From the inspection on 2 June 2026

Leaders have acted decisively to improve Broomhill Primary School. Respect, kindness, resilience and positivity underpin the school's work. Pupils enjoy warm, positive relationships with staff, which help them to feel safe and supported. Pupils show high levels of respect in lessons. They listen carefully to teachers and their peers, follow instructions well and demonstrate excellent manners. Pupils have positive attitudes to learning. Attendance is improving steadily. Pupils value the wide range of experiences the school provides. For example, educational visits to local castles, cultural sites and places of worship help pupils deepen their understanding of the curriculum. Pupils appreciate the recognition they receive in weekly 'achievement assemblies' for their effort and high-quality work. Some pupils take on leadership roles, such as head boy and head girl, peer mentors and sports leaders. Through these roles, pupils support others and develop a strong sense of responsibility. The recently developed early years environment promotes learning, physical development and exploration through well-planned indoor and outdoor experiences. In some subjects, the curriculum does not identify precisely enough the knowledge and skills that pupils should learn in mixed-age classes. Although the quality of teaching is improving rapidly, it remains inconsistent, including in the early years. As a result, some pupils do not achieve as well as they could. Leaders' recent curriculum improvements have strengthened pupils' handwriting and increased opportunities to practise arithmetic. However, some pupils continue to have gaps in their basic skills. Consequently, they are not as well prepared for the next stage of education as they should be. Leaders have established a positive culture of inclusion. Staff generally provide effective support for pupils who face barriers to learning, including disadvantaged pupils and pupils with special educational needs and/or disabilities.

What the school should improve

• Leaders should continue to improve the curriculum, so that all subject curriculums are designed to promote ambitious levels of progress for all pupils, especially in the context of mixed-age classes.
• Leaders should improve the quality of teaching so that it is consistently effective, identifies and addresses pupils’ knowledge gaps and misconceptions, including in reading and mathematics, and leads to pupils achieving well.
• Leaders should improve the quality of pupils’ writing, ensuring that it is accurate and consistently of a high standard across the curriculum.
• Leaders should support staff to develop the expertise they need to consistently develop children’s language and vocabulary through high-quality interactions across all areas of learning and activities in the early years provision.
• Leaders should strengthen their oversight of the pupil premium strategy so that it is monitored effectively and implemented consistently, including through ongoing high-quality training for staff.

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