Broom Valley Community School
Catchment Area, Reviews and Key Information

3 - 11
Community school

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

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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

Broom Valley Road
S60 2QU

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. However, it has been a turbulent journey between the two inspections. Following a decline in standards and the quality of teaching after the last inspection, the school is only just returning to its good performance after the rapid improvements since your appointment as headteacher in 2016. You are incredibly ambitious for the pupils and staff and have clearly articulated your vision for the school’s improvement. You took swift action to address inadequacies in teaching so that pupils have access to the education which they deserve. The necessary upheaval to staffing has now settled. Effective recruitment over the last two years has enabled an almost entirely new set of leaders and teachers to begin a transformation of the school. A wider range of leaders are now developing in their roles, which in turn is bringing additional capacity for further improvement. Consequently, the rate of improvement has picked up apace this year. The school has a challenging context, with 26 languages, high mobility and many newcomers who are also new to learning English. However, you make no excuses about any underperformance and have a strong desire for all pupils to succeed. As another leader said: ‘Everyone has bought into the vision.’ Your newly formed leadership team is highly motivated and is very clear about the strategies it is using to support the raising of standards throughout the school. Leaders are providing effective coaching, training and development for individual teachers. This has been particularly important given that many of them are new to the school within the last year or two. The extensive induction which teachers receive, along with ongoing support and development, is ensuring a greater consistency of approach to teaching, learning and assessment. As a result, pupils’ outcomes improved in 2017 in reading, writing and mathematics at both key stages 1 and 2. Attainment was still below the national average in key stage 1. However, at key stage 2, attainment was in line with the national average in writing and was above national figures for mathematics. Leaders have sustained these improvements. Work in books and lessons, along with leaders’ assessment information, confirm that current pupils are making increasingly strong progress. You have a very secure understanding of the school’s strengths and weaknesses. On taking up your post, you were acutely aware of the need for reading standards to be improved and have prioritised reading in the school’s improvement planning. As a result, the teaching of reading and phonics is improving and pupils are enjoying reading more widely and often. You are fully aware that standards in reading still lag behind those in writing and mathematics and that reading remains the school’s greatest priority. At the last inspection, leaders were tasked with improving the quality of the curriculum so that pupils had opportunities to develop subject-specific skills in subjects beyond English and mathematics. On your arrival at the school, you realised that the curriculum was not fit for purpose and started to transform the curriculum experience which pupils received. Subject leaders and teams are now in place. You make sure that teachers’ interest and expertise is used to champion each subject. The topic themes are evolving over time so that they become more responsive to the local area and the interests of pupils. However, you recognise that further development is needed so that standards improve across the wider curriculum. The governing body receives detailed reports from senior leaders about the school’s performance. Governors acknowledge that arrangements to gather first-hand views of the school’s work are at an early stage. However, they recently commissioned a review of governance to help them identify how they can increase their impact and hold leaders more rigorously to account. A more efficient way of holding meetings has been introduced. Additionally, governors have begun recruiting new members who have the skills and expertise required to further support school improvement. Governors are just starting to implement these changes, so it is too early to see their impact at present. Safeguarding is effective. Leaders are passionate about the importance of safeguarding. You have made sure that procedures are effective and records are detailed and of high quality. A committed team keeps a close check on vulnerable pupils. They make sure that pupils receive the most appropriate support, which includes the use of external agencies when necessary. Well-established systems, such as the regular concern audits, keep pupils’ safety as a top priority. Training is successful in helping staff to recognise and respond to signs of concern. Leaders also provide important safeguarding updates for parents via the monthly newsletters.

Broom Valley Community School Parent Reviews

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