Broad Square Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
420
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
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, ONS
0151 233 3006

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(01/11/2018)
Full Report - All Reports
58%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Broad Square
Liverpool
L11 1BS
01512261117

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Since your appointment as headteacher in September 2018, you have implemented many changes to move the school forward. Governors support you well in your endeavours. They are familiar with school priorities and are increasingly challenging senior leaders. Governors come into school regularly. They meet with subject leaders and those responsible for safeguarding, participate in celebration events and talk to pupils about their learning. Governors do not have an in-depth understanding of how well different groups of pupils are performing. You have forged a strong partnership with other leaders, including the deputy headteacher, the designated leader for safeguarding and the leader of early years. Together you form a formidable team. The school improvement plans you have in place are precise. Your evaluation of the school’s strengths and what it needs to do to further improve is accurate. Teachers and teaching assistants are familiar with your plans and have been fully involved in putting them into action. This helps to ensure that the quality of teaching and pupils’ progress are good. The school is situated in the heart of a well-established community. Many parents and carers, and some grandparents, attended the school. You have quickly secured the trust and confidence of parents, as demonstrated in the views expressed in text messages and in the comments made by parents who spoke with me. All those who completed Parent View, Ofsted’s online questionnaire, would recommend the school. Parents are of the view that their children are happy, safe and making good progress. They are especially complimentary about the daily presence of senior leaders at the school gates and the many opportunities available for them to learn alongside their children and participate in the life of the school. Typically, parents commented: ‘All staff are friendly and approachable,’ ‘Broad Square really stands out, my children love it,’ and ‘Recently there has been lots of changes, all of them good.’ Broad Square is a stimulating and exciting place where pupils are eager to learn. This is because of the strong bond between teachers and pupils. Teachers share their enthusiasm and capture pupils’ interest. The pupils I met were eager to tell me about their learning. Year 3 pupils could barely contain their excitement as they recalled a recent visit from an archaeologist and their opportunity to see and handle a woolly mammoth’s tusk. Pupils’ behaviour, particularly in class, is impeccable. They are welcoming, courteous and polite. Staff morale is exceptionally high. All staff who completed the inspection questionnaire, and those who I spoke with, were very positive about all aspects of teaching and learning. Broad Square leaders are forward thinking and always looking to broaden pupils’ horizons. Consequently, staff are active within various local school clusters. They have learned considerably from visiting specialist teachers, and you provide a comprehensive programme of continuous professional development and training. You are eager to develop the skills of staff and have high expectations of them. Teachers told me that you manage to do this while ensuring that all staff maintain a sensible work-life balance. Most areas for improvement identified at the previous inspection have been resolved. Most notably, you have forged an exceptionally strong team of subject specialists who are well trained, knowledgeable and enthusiastic. As a result, the quality of teaching has been enhanced and is continuing to improve. In addition, most pupils’ ability to apply their mathematical understanding to practical problemsolving activities has improved. You have ensured that the subject leader for mathematics is trained well. He works closely with staff to ensure that mathematics teaching is consistently good. In addition, your reorganisation of classes and the high expectations that teachers have of pupils are reaping rewards. However, there is more work to be done to ensure that the most able pupils develop a deeper understanding of mathematics. Safeguarding is effective. Senior leaders ensure that policies and procedures relating to safeguarding pupils are current and thorough. The deputy headteacher is one of three designated safeguarding leaders. She has an excellent understanding of safeguarding principles and the complete confidence of parents, staff, pupils and governors. Checks on staff records are rigorous and up to date. Records show that all staff are suitable to work with pupils, including the children in the Nursery and Reception classes. The safeguarding policy is current and available on the school’s website. It refers to the very latest guidelines on keeping children safe. All staff sign to indicate that they have read the school’s policies and government guidelines, including part 1 of the guidance ‘Keeping children safe in education, September 2018’ issued by the Secretary of State. All staff have had ‘Prevent’ duty training, which is in keeping with the government’s agenda to counter terrorism and radicalisation. Safeguarding training is also available for parents. In addition, staff and governors benefit from training in various areas including safer recruitment and working with vulnerable children. Pupils know how to keep themselves safe. Those I spoke with demonstrated a good understanding of internet safety and stranger danger. They say that staff, including the school mentor, help to keep them safe. They also express great confidence that any worries reported will be quickly resolved. Pupils say that there is no bullying and that behaviour is almost always good. Inspection findings The inspection focused on several key lines of enquiry, the first of which was the role of subject leaders in improving the quality of teaching and learning. Subject leaders are playing a much more prominent role in monitoring pupils’ progress and evaluating the quality of teaching in their respective subject areas. The mentoring offered by you and senior leaders and the support from School Improvement Liverpool are effective and much appreciated by leaders. It has given them confidence and raised their authority when observing their colleagues teaching, assessing the quality of work in pupils’ books and talking to pupils about their learning. As leaders explained to me, ‘We take a collaborative approach to teaching and sharing what works.’ Targeted training and support have helped to hone leaders’ skills in many subject areas. For example, design and technology training has helped to develop teachers’ skills and enlivened the curriculum. Leaders’ focus on reading has enhanced pupils’ appreciation of the work of an increasingly wide range of authors. Specialist training has also helped teachers to deepen and improve pupils’ mastery and fluency in mathematics. However, there is more to do to ensure that teaching consistently helps the most able pupils to develop a deeper understanding of mathematical principles. My second line of enquiry related to pupils’ writing, and specifically to pupils’ ability to write at length and opportunities provided for them to refine their skills in subjects other than English. You have ensured that teachers make writing interesting and relevant. Pupils’ writing shows an ability to be imaginative and empathise with others. In Year 6, pupils captured the misery of the Second World War and the destructive impact it had on families. Their recent visit to St Luke’s (the ‘bombed church’ in Liverpool), and a visit from two women who experienced the Blitz, undoubtably contributed to pupils’ detailed and thoughtful writing. You have also improved writing by ensuring that teachers promote pupils’ writing skills in a wide range of subjects. For example, Year 3 pupils’ topic books contain good factual writing about their visit to a Mesolithic burial ground in Anglesey.

Broad Square Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>41, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>26, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>19} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 27 responses up to 05-11-2018

Responses taken from Ofsted Parent View

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