Broughton Community Schools (Infants)

What Ofsted said

From the inspection on 12 May 2026

Pupils are happy and feel safe at this inclusive school. They arrive keen to learn and are supported to thrive. Pupils engage positively with the broad range of opportunities on offer. Pupils, including those who may face barriers to their learning, feel welcomed and valued. Families appreciate the support and communication they receive from the school which helps to build effective partnerships. Pupils behave well. They are polite and respectful towards others and follow clear routines that support calm and orderly environments. Pupils consider bullying to be rare and know any concerns are dealt with quickly and effectively. Pupils benefit from positive, trusting relationships with staff, who know them well. This helps pupils to feel confident to share any worries. They know that staff will listen and take concerns seriously. At social times, pupils play cooperatively and enjoy spending time together. Most pupils achieve well and are prepared appropriately for the next stage of their education. They benefit from a broad curriculum that supports their learning across subjects. Pupils with special educational needs and/or disabilities are supported appropriately to access the same learning as their peers and to make suitable progress from their starting points. Pupils benefit further from a vast range of wider opportunities available to them. They take part in a variety of clubs, visits and community activities, including working with local organisations, such as the foodbank and visiting the local care home. Pupils learn how to keep themselves safe, including when online and in the local community. This includes learning about safety in the area in which they live, such as safety at the nearby canal. Pupils also benefit from some leadership roles which help to develop a sense of responsibility and enables them to contribute further to school life. These experiences help pupils to refine their interests and contribute to their understanding of life beyond the school.

What the school should improve

• Leaders should ensure that from the early years onwards, staff design tasks that build on previous learning and enable pupils to produce work of a consistently high quality in all subjects.
• Leaders, including those with responsibility for governance, should continue to refine and sharpen their systems for reviewing and evaluating the impact of their actions to secure consistent and timely improvement across the school.

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