Scott-Broadwood CofE Infant School

What Ofsted said

From the inspection on 24 March 2026

Social times at Scott Broadwood School are happy and purposeful. Playground Angels look out for anyone who may be feeling sad and offer support when needed. Younger children benefit from these positive older role models. At lunchtimes, pupils use a wide range of equipment and show the sharing and turn taking they learn about in assemblies. They enjoy setting up obstacle courses, creating role-play areas or playing football with support from a sports coach. After school, pupils enjoy taking part in clubs, such as dance club and forest school, which help them make friends and try new experiences. Pupils feel safe and well cared for at this school. They know that if they have a worry, whether in or out of school, they can talk to a trusted adult who will listen and help. Children in the early years form secure, trusting relationships with adults and settle quickly into familiar routines. Pupils contribute positively to their school community. They take pride in roles such as curriculum ambassadors or helping to keep the playground tidy. They enjoy supporting younger pupils. Assemblies give pupils opportunities to celebrate achievements, including when they are given ‘joy awards’, and reflect on the school values of love, achieve and believe. Pupils say teachers plan activities that make learning fun and help them when they are stuck. Staff's expertise helps reduce barriers so that all pupils can access learning. Pupils feel they are listened to and that their ideas about learning are valued. Pupils talk enthusiastically about visits from experts, such as the fire service and St John Ambulance volunteers. Trips are another highlight for pupils, including a recent opportunity to explore Box Hill, where they created their own maps and even climbed some trees. Pupils say they are excited about moving to their new, larger school at the start of the next school year because it will offer more space and new opportunities.

What the school should improve

• Leaders should strengthen the way they check how well disadvantaged pupils, including those with special educational needs and/or disabilities, are supported and how well they achieve across the curriculum.
• Leaders should ensure that teachers provide timely and purposeful feedback that helps pupils improve their learning, including in the accuracy and consistency of spelling and letter formation.

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