This is a large two-form entry First school where pupils enter into Early Years Foundation Stage (EYFS) Reception classes and leave at Year 4. Very few pupils are from minority ethnic backgrounds, or speak native languages other than English. While the immediate locality is relatively affluent, pupils come from a much wider area. The school holds awards as a Healthy School, for Investors in People, has Family Friendly and Inclusion Marks and is piloting a Governor Mark award. It is used extensively as a training school for teachers Key for inspection grades Grade 1 Grade 2 Grade 3 Grade 4 Outstanding Good Satisfactory Inadequate Inspection Report: Broadstone First School, 7 October 2008 4 of 9 Overall effectiveness of the school Grade: 1 This is an outstanding school. Provision and outcomes are exceptional and the school shows remarkable consistency of excellence across all aspects of its work. It holds a justifiably high reputation in the eyes of its community. Parents are very eager to enrol pupils here and are overwhelmingly impressed by the school's many successes, particularly about their children's experiences and achievements. They express these views forcefully in a wealth of positive comments – 'a fantastic school', 'excellent school', 'great team of staff', 'an amazing school', 'unique and exemplary', 'wonderful first school', 'it always goes the extra mile' and many similar remarks accurately reflect inspection findings. The school sets very challenging targets for individual pupils and for the whole school, then systematically provides an outstanding quality of teaching, curriculum and guidance, which, together with excellent leadership and management, ensures these are achieved or exceeded. The school entirely fulfils its key objective of making learning for everybody totally 'irresistible', resulting in an ethos of enjoyment, challenge and success which infects youngsters and adults alike. The whole atmosphere for learning is abuzz with excitement and delight. Children enter from a variety of pre-school settings with a range of skills similar to others of their age. They make exceptional and consistent progress across the school, in both academic learning and personal development. When they leave at the age of nine, standards are exceptionally high. The majority reach the standards expected of eleven-year-olds in English and mathematics, with some beyond that level. In addition, pupils display high levels of skill in many other subjects. Through the school's focus on its core values, 'independence, respect and creativity', pupils develop into inquisitive, curious, self-confident young people, who are also 'kind, polite, thoughtful and hard-working', as one parent summarised it. Staff insistence on keeping the balance between these values, gently chiding if an imbalance becomes evident, is key to pupils' excellent personal development. Parents' strong support for these high expectations and principles is integral to this success, and comes about because of excellent communication and partnership between the school and home. With excellent levels of basic skills, cooperation and teamwork, pupils are exceptionally well prepared for their future education. Staff never lose sight of the profound impact which first-hand experience has on learning and have developed a curriculum hugely enriched by real events. All projects include interesting visits, visitors and expeditions, about which pupils chatter enthusiastically, keen to know more from anyone who can add to their learning. Role play and simulations such as a lesson in Year 3 where pupils and staff were enacting a Victorian schoolroom bring learning to life, enabling pupils to understand feelings and emotions as well as facts. All staff plan such experiences exceptionally well, focusing principally on learning, but with careful attention to health and safeguarding. This makes pupils feel secure and safe, physically and emotionally. Parents greatly appreciate these aspects of the school, recognising that their children are very happy, healthy and safe in a highly stimulating learning environment. Teachers match work carefully to the needs of all pupils, deploying support staff very effectively to support those who need help and to stretch those who need extra challenge. All adults subsequently evaluate learning rigorously, using the information they gather to plan future lessons and set further targets. Staff are currently exploring innovative ways to involve pupils more actively in understanding, assessing and communicating to others what they have learned, and what they need to do next.