OFSTED Reports

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OFSTED report 2023  Requires Improvement

What is it like to attend this school?

Pupils enjoy coming to Broughton Moor Primary School. They enjoy strong relationships with adults in school. Staff know pupils well and listen attentively to them. Pupils feel valued, cared for and happy. They know that staff will help them if they have any worries or concerns.

Pupils are friendly and polite. They treat staff and each other with respect. They behave well and make sure that everyone is made to feel welcome in their school. Pupils know that people can be different in many ways and they are empathetic and understanding of this. 

Pupils, including children in the early years, are enthusiastic about their learning. They talk eagerly about what they have learned in their lessons and during trips and visits. The school has high expectations for pupils’ achievement. Children in the early years get off to a good start. However, in other parts of the school, pupils, including those with special educational needs and/or disabilities (SEND), do not achieve as well as they should in some subjects and have significant gaps in their knowledge.

Pupils appreciate the opportunities that they have to visit the local beach, woodland, theatres, cinemas and museums. They also thoroughly enjoy outdoor learning and the numerous residential visits that the school offers. 

What does the school do well and what does it need to do better?

The school has constructed a broad and well-ordered curriculum from the early years to the end of Year 6. It has identified the important knowledge that pupils should learn and when they should learn it.

However, the school has experienced a period of staffing uncertainty and change. Some staff have not had the support that they need to deliver the curriculum well. Furthermore, gaps and misconceptions in pupils’ learning in some subjects have not been consistently identified and addressed. This has hindered some pupils from building knowledge securely over time. Conversely, children in the early years have enjoyed a period of greater stability. They successfully acquire the knowledge that they need to be ready for the next stage of education.

The school identifies the additional needs of pupils quickly. Pupils with SEND learn the same curriculum as their classmates. However, some staff do not feel that they have sufficient information and support to help them to meet the needs of some pupils as effectively as they should. The school is aware of this and is taking action to ensure that staff have further support to meet the needs of all pupils, including those with SEND.

The school has prioritised reading from the early years. Pupils understand that it is important to read widely and often. For example, a weekly reading afternoon provides an opportunity for pupils to read with family members in school and with younger children. This helps pupils to develop a love of reading. The school has established a new phonics curriculum. Pupils learn the sounds and letters that they need to read new and unfamiliar words. The school is taking action to ensure that pupils who fall behind in this curriculum are given the support that they need to catch up.

Pupils rise to the high expectations that the school has for their behaviour. They behave in a calm and sensible manner. Children in the early years, including two-year-old children, learn to follow well-established routines. Pupils are kind and considerate of each other’s needs.

Pupils experience a broad curriculum that supports their personal development. Some pupils have worked alongside local businesses and enterprises. For example, they have designed and created homemade products to sell to the school community. This helps pupils to become industrious citizens and prepares them well for their future lives.

The school has experienced a turbulent time recently. Changes in staffing and governance have meant that the school has not been as effective as it should be. During this time, governors have not sufficiently held the school to account for the quality of education that pupils receive. This has contributed to some weaknesses in the effectiveness of the curriculum.

The school does not engage effectively with some staff and some parents and carers. The school, with the support of governors, is taking action to listen to any concerns that staff and parents may have and to respond to them appropriately. It is also working to ensure that change is managed in a way that does not impact on staff’s workload. Although the school is continuing to improve methods of communication with staff and parents, some staff and parents remain dissatisfied with the school’s engagement with them.

OFSTED Report 2017  This school continues to be good.

Broughton Moor provides a caring and welcoming environment, where pupils’ individual needs are met. Pupils enjoy coming to school and wear their uniform with pride.

One pupil said, ‘The best things about our school are the teachers and our friends, we all look after each other.’

Pupils are now confident to take risks and learn from their mistakes.

The school is at the heart of the community. It is highly regarded by local parents and parents who live in neighbouring villages who chose the school because of its good reputation.

The outdoor environment in the early years has been transformed. It provides stimulating and exciting activities where children develop their language and number skills. As a result, children make good progress from their starting points and are thriving because of the excellent relationships established.

One parent was of the opinion that, ‘This school is well led by the headteacher, the quality of teaching is excellent and all the children are well behaved. It offers a very safe and caring environment, my children enjoy going to school.’

Pupils said there was no bullying at the school, but if it did happen they were confident that their teachers would ‘sort it out quickly’.

The school council were awe inspiring - could even make me think of returning to teaching!   Governor monitoring 4th October 2022

Performance tables

Click here for our school's performance tables.

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Results 2023

Results 2022

Results 2020 and 2021 Key Stage 2 tests were cancelled by the Department for Education due to COVID 19 pandemic. At Broughton Moor, teachers used formative and summative assessment to plan the next steps in learning

Results 2019

Results 2018

Results 2017

Results 2016

Key Stage 1 Results 2015

Key Stage 2 Results 2015