Broadfields Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
695
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
020 8359 2000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/6/19)
Full Report - All Reports
70%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Roseberry Drive
Edgware
HA8 8JP
02083595430

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have clear responsibilities and work together effectively to improve pupils’ learning and development. Leaders provide timely support for staff so that pupils make strong progress. Professional development is a driving force for improvement. Diverse opportunities enable staff to keep their expertise up to date. Staff learn from experienced colleagues in the school, as well as through sharing successful practice with other schools, locally. Staff turnover is generally low. This has helped to develop consistency and maintain effective practice in the quality of teaching. Inspection evidence confirms that leaders have responded well to the recommendations in the previous inspection report. Pupils said that they understand and use the feedback that teachers provide to improve their work. They learn well because teachers explain key ideas clearly, including important vocabulary. Published assessment information indicates that overall rates of progress at key stage 2 have been strong for a number of years in reading, writing and, particularly, mathematics. The differences in rates of progress between different groups of pupils, such as boys and girls, and disadvantaged pupils, are small. Increased challenge for pupils with higher starting points is further strengthening their rates of progress. Pupils’ progress in the wider curriculum is not typically as strong as in English and mathematics. You and your leadership team have strengthened the application of reading, writing and mathematics skills across the curriculum, and have plans in place to deepen pupils’ understanding and use of subject-specific knowledge and skills. The school is inclusive and welcoming. The development of pupils’ personal and social skills builds their capacity as learners and strengthens their aspirations for future success. This is achieved through wide-ranging opportunities across the curriculum and leaders’ care for pupils’ well-being. Pupils work hard. They learn happily and thoughtfully, and develop a strong desire to succeed. Parents are overwhelmingly appreciative of the care and learning opportunities that the school provides for all pupils. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose, and that records are detailed and of high quality. Regular training helps to keep staff’s understanding of possible risks and preventative measures up to date. Robust communication about possible concerns has helped to establish a culture of vigilance. Staff are confident and clear about how to report concerns. Leaders take prompt and effective action in response to issues. Pupils understand how to keep themselves safe. For example, they learn about safe and effective use of the internet and computers. The school’s focus on maintaining pupils’ well-being encourages them to learn with confidence, and without excessive worry about risks. Governors have a strong understanding of the school’s duty to safeguard pupils. For example, they understand risks that exist in the local area. They check how well staff use the school’s procedures, and the quality of record-keeping. Pupils and parents indicated through discussions and surveys that they have no significant concerns about safeguarding. This includes from bullying and other discriminatory behaviours. Inspection findings Our first agreed focus for this inspection was to find out how leaders have managed to sustain high rates of progress in mathematics. From 2016 to 2018, the proportion of pupils who made strong progress in mathematics by the end of Year 6 was well above average, compared with other schools, nationally. There was little difference between different groups of pupils such as disadvantaged pupils, boys and girls, and the most able. Staff understanding of how to teach mathematics has been developed to a high level through a range of support strategies. Through visits to lessons, individual support and group discussions, staff receive specific advice to promote deep learning. As a result, teachers plan activities and approaches that best meet pupils’ needs and abilities. Our checks of pupils’ work showed that pupils carry out a wide range of activities, with lots of opportunities to practise and apply their mathematical understanding. They are opportunities for pupils to apply their mathematical understanding across some subjects, such as science, computing and physical education (PE). This develops pupils’ confidence with number, patterns, calculations, reasoning and graphical skills, and prepares them very well for their next stage of learning. The second focus of the inspection was to explore how well leaders have increased the proportion of pupils making good and deeper progress. Published data from 2018 showed that some pupils made average or below-average progress, particularly in reading and writing. Inspection evidence confirms that the vast majority of pupils make good and better progress. Any pupil making slower progress has their needs diagnosed promptly and accurately. Teachers closely monitor their progress. Teachers work with teaching assistants to provide effective individual and small-group support to address weaker areas of learning. Our final focus for the inspection was to evaluate the extent to which progress in the wider curriculum is as strong as that in English and mathematics. There is less information about this in published data about the school, and in your own action plan. Leaders have effectively supported staff to encourage pupils to apply their learning from English and mathematics in other subjects. This has helped to lead improvements in learning. Further professional development opportunities have helped staff to develop subject-specific understanding. Nevertheless, overall, pupils typically demonstrate less detailed and precise understanding of key ideas and skills across the wider curriculum. Next steps for the school Leaders and those responsible for governance should ensure that: pupils’ work in the wider curriculum is more precise and detailed so that it equals their learning in English and mathematics. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Barnet. This letter will be published on the Ofsted website. Yours sincerely Mehar Brar Ofsted Inspector Information about the inspection During this inspection, my colleague and I met with you and the senior leadership team, five governors, including your chair of governors, a group of staff and a separate group of middle leaders. Additionally, we each met with a group of pupils.

Broadfields Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 17% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>80, "agree"=>17, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 88 responses up to 27-06-2019
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Figures based on 88 responses up to 27-06-2019

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Figures based on 88 responses up to 27-06-2019

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Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

unlock

Figures based on 88 responses up to 27-06-2019

Responses taken from Ofsted Parent View

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