Leeds and Broomfield Church of England Primary School is recognized as a good school, as confirmed by its recent inspection on 19 October 2021. The school is situated in a small village and serves a close-knit community. Pupils at the school are described as happy and confident learners who show enthusiasm for the diverse subjects they study. The engaging lessons provided by the staff contribute to a positive learning environment where pupils not only enjoy their education but also achieve well. The commitment of the staff is evident, as they offer support to pupils when needed and maintain high expectations for their performance.
Behavior among pupils is commendable, both in lessons and throughout the school. They understand the school's values, particularly the significance of respect towards one another. Instances of bullying are rare, and the nurturing environment established by the leaders allows all children to thrive. Pupils express that they feel safe and secure at school, knowing whom to approach with any concerns, and they trust the adults to assist them.
Parents hold the school in high regard, appreciating the strong relationships between themselves and the staff. They recognize the dedication of the staff in caring for their children and feel confident that any issues they raise will be addressed promptly. The school has established strong connections with the local church and the wider community, reinforcing its role at the heart of village life.
Since the last inspection, the school has experienced significant leadership changes and has joined a new federation, which parents view positively. They commend the strong leadership and clear direction provided by the school. Staff members take pride in their work and feel supported by leaders who prioritize their well-being and professional development.
The curriculum is well-structured and thoughtfully planned, with leaders drawing on expertise from across the federation to guide teachers. Educators are well-informed about the learning needs of their pupils and how to effectively deliver the curriculum. For instance, in history lessons, pupils studying the Mayan civilization are encouraged to make connections with prior knowledge from their studies on the Egyptians, enhancing their understanding of historical concepts.
Reading is a key focus at the school, with phonics instruction being delivered effectively by well-trained teachers. Most pupils develop strong reading skills, and those who struggle receive additional support. However, there are instances where this support could be expedited, and some staff may require further training to enhance their ability to assist struggling readers.
Mathematics instruction is another area of strength, with early years pupils engaging in practical activities that build a solid foundation in mathematical understanding. Teachers effectively assess pupils' progress in mathematics, ensuring that key concepts are revisited as necessary.
The school is committed to supporting pupils with special educational needs and disabilities, ensuring they receive the necessary assistance to thrive alongside their peers. Strong partnerships with parents and other professionals facilitate this support.
Leaders are dedicated to fostering a nurturing environment that encourages pupils to contribute to their community. They have implemented initiatives to help pupils cope with stress and anxiety, particularly in light of challenges posed by the pandemic. This culture of care promotes positive behavior and mutual support among pupils.
The safeguarding arrangements at the school are effective, with staff trained to recognize and report concerns. However, the organization of safeguarding records could be improved for better accessibility. The curriculum also includes lessons on safety and risk management, preparing pupils for their future. Overall, the school demonstrates a commitment to continuous improvement and the well-being of its pupils.
