Broomfield School, located in London, underwent inspections on December 8 and 9, 2021, and March 15, 2022. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, and leadership and management were all assessed as requiring improvement, while personal development was rated as good.
Pupils at Broomfield School feel safe and have access to adults for support. Incidents of bullying are rare, and staff respond promptly to any issues. However, there are concerns regarding inconsistent behavior among pupils, with some expressing that disruptive behavior affects their learning. The expectations for good behavior are not uniformly applied, leading to variable attitudes towards learning. The school has implemented a personal, social, and health education program that effectively teaches pupils about safety and well-being, but the planning of other curriculum areas is less robust.
Leaders at the school are ambitious for pupil achievement, particularly in literacy, where they have prioritized initiatives such as debating skills for students in Years 7, 8, and 9. While some pupils excel in these areas, not all rise to the expectations set by the leadership. The school promotes a vision of living with purpose, offering a range of enrichment activities, including clubs focused on philosophy, law, and coding. Pupils are engaged in various extracurricular activities, including a school production of Matilda, and they celebrate diversity through initiatives like the cultural ambassadors program.
The curriculum covers all national subjects, but its development is still a work in progress, with inconsistencies in clarity across different subjects. For instance, in mathematics, teachers effectively prioritize essential information, enabling pupils to build on their prior knowledge. However, in music, the curriculum lacks ambition, as evidenced by Year 10 pupils struggling to discuss Baroque music despite previous exposure. The school has implemented targeted interventions for early readers, particularly for new arrivals with limited English proficiency, and has identified strategies to support pupils with special educational needs and disabilities. However, these strategies are not consistently applied, leading to challenges for some SEND pupils in accessing the curriculum.
Teachers employ various assessment strategies to identify gaps in learning due to the COVID-19 pandemic, but there is inconsistency in their implementation. This inconsistency sometimes results in pupils progressing without fully grasping key concepts. Leaders are working to re-establish clear behavior routines following the pandemic, but the effectiveness of these routines varies, with some lessons experiencing disruptions due to poor behavior.
The enrichment program is diverse and inclusive, with many students participating in clubs and discussions on current affairs. The school has also focused on careers education, providing guidance to pupils. Despite the challenges posed by the pandemic, school leaders have supported staff well, considering their workload and well-being, which has fostered a positive community atmosphere.
The safeguarding arrangements at Broomfield School are effective, with staff trained to report concerns confidently. Leaders maintain clear records and make appropriate referrals to external agencies when necessary. The curriculum addresses safeguarding needs, ensuring pupils are informed about online safety and healthy relationships. Overall, while Broomfield School has strengths in personal development and safeguarding, it must address inconsistencies in behavior management, curriculum planning, and support for SEND pupils to improve its overall effectiveness.
