Broadwater Primary School, located in Tooting, London, underwent an inspection on 19 and 20 October 2021. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, behaviour and attitudes, personal development, and early years provision were rated as good. However, leadership and management were identified as an area needing improvement. The school had previously received a good rating in its last inspection in May 2016.
The inspection revealed that leaders maintain high expectations for all pupils, who generally feel happy and safe at school. Pupils exhibit good behaviour and engage positively with one another during break times. The school has effective measures in place to address any incidents of bullying, ensuring a supportive environment. The personal, social, health, and economic education curriculum promotes safety and teaches pupils about managing their feelings and understanding healthy relationships in an age-appropriate manner. Pupils are encouraged to take on responsibilities, such as serving as school councillors, and they learn about British values and diverse faiths through various activities.
The curriculum is well-structured, with subject plans outlining the essential knowledge pupils need to acquire at different stages. However, there are instances where teaching does not effectively support long-term retention of knowledge. The school has faced challenges, including the impact of the COVID-19 pandemic and changes in staffing and leadership roles, which have contributed to some instability.
The curriculum is sequenced logically, allowing pupils to build on their prior knowledge. Subject leaders demonstrate strong subject knowledge, and the plans they create highlight key content for pupils to learn and remember. Pupils are provided with reading materials that match their phonetic knowledge, fostering confidence and fluency in reading. Additional support is available for those who struggle, ensuring that all pupils can achieve well.
While teaching generally helps pupils remember key concepts, there are occasions when it falls short, particularly when staff teach outside their areas of expertise. Subject leaders are aware of the need for additional training and support, which has not yet been fully implemented due to recent staffing changes. Pupils with special educational needs and disabilities receive appropriate support, with leaders collaborating with external experts to address their specific needs.
Pupils understand the school's expectations and routines, and they appreciate the rewards for positive behaviour. Teachers effectively manage low-level disruptions during lessons, allowing for a focused learning environment. The school offers a variety of extracurricular clubs, including football and science, and provides opportunities for pupils to learn about democratic processes through elections for leadership positions.
Governors actively challenge school leaders regarding the effectiveness of various areas within the school. However, there is a recognition that recent changes in staffing have not been adequately communicated to staff, leading to feelings of being unsupported regarding workload and well-being. The arrangements for safeguarding are effective, with staff trained to identify and support pupils in need. Pupils are aware of how to seek help and are taught about safety, including online safety, through the PSHE curriculum.
To improve, the school needs to enhance engagement with staff to address the impact of recent changes on their well-being and workload. Additionally, leaders must prioritize providing extra support and training for teachers, particularly those teaching outside their areas of expertise, to ensure effective implementation of the curriculum. Overall, while Broadwater Primary School has strengths in its educational offerings, there are clear areas for development that need to be addressed to enhance the overall effectiveness of the school.
