Bromley Heath Junior School was last visited by HM Inspectors in March 2015. As well as lessons and parts of lessons being observed, the pupils were observed during assembly, registration, break and lunchtimes. Samples of their work were also inspected.

Read the full report – Bromley Heath Junior School 2015 OFSTED Report

Paper copies of all documents are available from the school.

DFE Compare schools website – Click here

Quotes from the report

The headteacher has insisted on higher standards and all staff have responded positively to the challenge. The school has worked to support teachers to develop their skills. There is now no longer any weak or ineffectual teaching in school. Teachers’ expectations of what pupils should be achieving have risen and learning is now much more challenging.

Parents have confidence in the staff and the school as a whole. They feel their children are well looked after and that they are making good progress when they are at school.

Pupils work well together and say that they all get along with each other. Acts of unkindness are very rare and pupils say bullying is unheard of. They have a good understanding of different forms of bullying. Pupils across the age range are very aware of e-safety and know to be careful when using social media sites or playing games online.

The pupils’ attitude to their work is exemplary. In each lesson, pupils have the opportunity to choose the level of difficult they tackle and invariably most pupils seek the more challenging tasks. They work well in small groups or when necessary on their own. Pupils try hard in their lessons and are keen to get on. They display a real thirst for learning.

The governing body rigorously monitors the work of the school and holds the senior leaders to account for the progress different groups of pupils make. Governors visit the school regularly and meet with subject leaders to discuss their work.

The school provides good support to disabled pupils and those who have special educational needs. Teaching assistants work very effectively with them in class and in targeted small-group activities. Consequently, the pupils’ progress is typically good, with some pupils no longer needing extra support.