School Inspection Report, April 2008
We're very pleased to share with you our excellent Ofsted Report. The children, staff and Governors are absolutely delighted with the outcomes of out Inspection, which reflects most accurately what a happy and successful school we have. Click here to download a copy of our Ofsted report onto your computer.
From the Overall Evaluation
Broadgate is a good school where pupils thoroughly enjoy their education and achieve well. Its work with families and the community is an outstanding strength; it has an excellent track record of helping children, particularly those who are vulnerable, to get the best from school. As a result, the care and support provided for pupils are first class. A typical parental comment was ‘It’s a friendly, approachable school where the staff are always prepared to help.’ A very positive environment for learning encourages all the pupils to do their best. The headteacher and staff are very successful in nurturing pupils’ personal development and are determined to improve further aspects of pupils’ academic achievement. All these strengths help pupils to achieve well and, by Year 6, they are confident, articulate and well prepared for the future.
Inspection Judgements
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.
Overall effectiveness
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How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? |
2 |
|
Effective steps have been taken to promote improvement since the last inspection |
Yes |
|
How well does the school work in partnership with others to promote learners' well-being? |
1 |
|
The effectiveness of the Foundation Stage |
2 |
|
The capacity to make any necessary improvements |
2 |
Achievement and standards
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How well do learners achieve? |
2 |
|
The standards reached by learners |
3 |
|
How well learners make progress, taking account of any significant variations between groups of learners |
2 |
|
How well learners with learning difficulties and disabilities make progress |
2 |
Personal development and well-being
|
How good is the overall personal development and well-being of the learners? |
1 |
|
The extent of learners' spiritual, moral, social and cultural development |
1 |
|
The extent to which learners adopt healthy lifestyles |
2 |
|
The extent to which learners adopt safe practices |
2 |
|
How well learners enjoy their education |
1 |
|
The attendance of learners |
3 |
|
The behaviour of learners |
1 |
|
The extent to which learners make a positive contribution to the community |
1 |
|
How well learners develop workplace and other skills that will contribute to their future economic well-being |
2 |
The quality of provision
|
How effective are teaching and learning in meeting the full range of learners' needs? |
2 |
|
How well do the curriculum and other activities meet the range of needs and interests of learners? |
2 |
|
How well are learners cared for, guided and supported? |
1 |
Leadership and management
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How effective are leadership and management in raising achievement and supporting all learners? |
2 |
|
How effectively leaders and managers atall levels set clear direction leading to improvement and promote high quality of care and education |
2 |
|
How effectively leaders and managers use challenging targets to raise standards |
2 |
|
The effectiveness of the school's self-evaluation |
2 |
|
How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can |
2 |
|
How effectively and efficiently resources are deployed, including the adequacy of staff, to achieve value for money |
2 |
|
The extent to which governors and other supervisory boards discharge their responsibilities |
2 |
|
Do procedures for safeguarding learners meet current government requirements? |
Yes |
|
Does this school require special measures? |
No |
|
Does this school require a notice to improve? |
No |