Broadstone Middle School
Catchment Area, Reviews and Key Information

Middle
PUPILS
554
AGES
9 - 13
GENDER
Mixed
TYPE
Academy sponsor led
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
01202 261936

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
(4/12/19)
Full Report - All Reports
67%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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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

Dunyeats Road
Broadstone
BH18 8AE
01202696121

School Description

Broadstone Middle School has been on a successful journey of improvement. The dedicated and ambitious leadership team have worked hard to steer a course which is well thought through and based on educational research. Staff are supportive of the changes that leaders have made. They are energetic and enthusiastic and this inspires pupils to do their best. Pupils recognise that teachers expect more of them, both academically and in how they approach their learning. Pupils take pride in their work. Their attitudes make classrooms a settled and bustling environment. The occasional lapse in concentration happens when teachers’ instructions are not clear enough or teaching does not match pupils’ needs. Pupils and parents value the ‘University of Broadstone’. Pupils, of all ages, work together on ‘study modules’ as wide-ranging as cross-stitching and computer coding. Pupils readily engage in conversation and show courtesy towards each other. They say that bullying is rare, and that staff will deal with any issues that worry them. Some pupils say that the ‘Are You Okay?’ club has helped them. Pupils attend school regularly, some arriving early so that they can have extra help with reading. One pupil’s comment sums up the view of many: ‘This is a school you can rely on.’ What does the school do well and what does it need to do better? Leaders have shaped the curriculum so that pupils improve their knowledge across a broad range of subjects. They have been creative and innovative, thinking about how the middle school context fits with pupils’ wider educational journey. In Years 7 and 8, pupils attend a morning a week at the upper school. Pupils say that this has helped them to look forward to this transition. Leaders have designed the curriculum with two key principles in mind. First, that pupils should reflect on themselves as learners. Second, that pupils should use what they have learned in a real-life context. Through the latter, the school works well with its community. Parents regularly come into the school to share what their children have learned. The clear sense of direction from senior leaders has helped subject leaders to plan well. Teachers know what pupils need to learn and when. Pupils know how their learning builds on what they have done before. For example, pupils in food technology know about a healthy diet and use their ingredients to make their soup a healthy option, full of flavour and of the right consistency. Pupils also know where their current learning will lead. For example, Year 5 pupils were excited about creating a Viking saga to revive the art of storytelling for Year 4 pupils. Inspection report: Broadstone Middle School 4–5 December 2019 2 Staff support the social and emotional needs of pupils well. Pupils with special educational needs and/or disabilities (SEND) are well cared for. However, there is variability in how well teachers use the information they receive about such pupils. Sometimes, they do not ensure that instructions are clear and that teaching matches these pupils’ needs and abilities well. The wide range of visits and activities help pupils to understand the world around them, including different faiths and cultures. Pupils discuss issues that are important to their well-being, such as mental health. However, leaders have not yet developed the curriculum so that pupils are aware of all the risks that they may meet in their everyday lives. Those pupils who fall behind with reading have additional support to broaden their vocabulary and improve their skills. Leaders now plan to build on this support to focus on helping more pupils to spell and punctuate accurately. Trustees and governors have appointed new leaders to maintain the school’s momentum. They have recruited wisely and have used expertise from across the multi-academy trust. For example, leaders have strengthened the leadership of mathematics, which has led to improvement in this subject. Leaders encourage all staff to improve their knowledge and skills, yet they are mindful of the need for staff to balance their work and family commitments. Staff recognise this and say that this, and the improvements they have seen, make them proud to work at the school.

Broadstone Middle School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 22% Disagree 0% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>74, "agree"=>22, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 134 responses up to 14-02-2020
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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 18 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

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Figures based on 134 responses up to 14-02-2020

Responses taken from Ofsted Parent View

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