Statutory Information
Schools are required to publish certain information online. Below is the statutory information that the school must provide for parents and the general public.
Contents
School Address
Admissions Information
Ofsted Reports
Exam and Assessment Results
Performance Tables
Curriculum
Behaviour Policy
School Complaints Procedure
Pupil Premium
PE and Sport Premium for Primary Schools
Special Educational Needs and Disability Information
Governors’ Information and Duties
Charging and Remissions Policy
Values and Ethos
Requests for Paper Copies
School Details
Broomfields Junior School
Bridge Lane,
Appleton
Warrington,
Cheshire
WA4 3AH
Telephone: 01925 265297
Fax: 01925 861734
Email: Broomfields_Junior@warrington.gov.uk
Website: www.broomfieldsjunior.co.uk
Headteacher
Map
Admissions Information
The Admissions Authority for the school is Warrington Borough Council. Admissions information can be accessed by using the link below:
Warrington Borough Council Admissions
Here you will also be able to find information about In-Year applications.
Parents wishing to enrol a child for school should contact the Headteacher at any time. The School Governors in partnership with the Local Authority have set admission limits of 90 pupils in each year group. A copy of the full admissions policy is available at the school or online, however, a brief summary is provided below:
Community School Admissions
Community Schools such as Broomfields Junior School have identical admission criteria and the Local Authority, as the admission authority, deals with applications for places. Allocation of places will be decided by applying the published criteria.
Oversubscription Criteria
From 1 September 2000 an important change to the oversubscription criteria was introduced for Community Schools. These schools no longer have defined geographical catchment zones for admission purposes. This change is reflected in the oversubscription criteria detailed below. Sometimes there are not enough places at a school to satisfy every parent who wants to send a child there. This is what is meant when a school is “oversubscribed‟. This is why we ask you to name more than one school in the order you prefer on the application form. Oversubscription criteria are used to prioritise applications for places where the number of applications for a school is greater than the number of places available. NONE OF THE CRITERIA GUARANTEE PLACEMENT.
Community Primary and Secondary Schools
The oversubscription criteria are:
- Children in the care of a Local Authority (also known as ‘looked after children’ or ‘children in public care’).
- Siblings (pupils with elder brothers or sisters already attending the preferred school and expected to continue at the school in the following school year. This includes full, half or step brothers and sisters and foster brothers and sisters who are living at the same address as part of the same family unit);
- Pupils for whom advice from a medical practitioner or psychologist has been provided by the parents in support of admission to a particular school, which, in the Council’s view, justifies admission to the preferred school. The Council, if it is considered appropriate, will seek the views of the School Medical Officer or Educational Psychologist in the event of parents requesting admission on medical or psychological grounds;
- Pupils attending designated associated partner primary schools (this applies to admissions to secondary schools only);
- Pupils living nearest to the school defined ‘as the crow flies’ from the front door of the child’s permanent place of residence to the central point of the main entrance to the school site (main gate) as designated by the Local Authority. Where a school reaches its published admission number from pupils within one of the categories listed above, those pupils to be admitted from within that category will be those whose permanent places of residence are closest to the school as defined in oversubscription criterion.
- For the purpose of dealing with applications for admission on the grounds of sibling being in attendance, separate infant and junior schools will be regarded as a single unit.
- Potential new parents are invited to visit the school to see it "at work". Nearer the date of the intended admission, parents are invited to bring their child to school to meet the staff and children in an informal way.
Visit Arrangements
Parents considering sending their children to Broomfields Junior School should contact the Headteacher so that an introductory visit can be arranged. We are proud of our school and will be delighted to show you round.
Arrange A Visit
Transfer Policy
Pupils normally transfer to Broomfields Junior School from Cobbs Infant School having reached their seventh birthday by the 31st. August. Opportunities are provided for children and parents to visit school prior to transfer, together with an evening meeting to discuss issues with the Headteacher, Deputy Headteacher and new class teachers. We provide the opportunity for parents to have a guided visit to the school, believing it to be extremely important that the transfer process is dealt with as supportively as possible. Additionally, both the Headteacher, Deputy Headteacher, Special Needs Co-ordinator and class teachers visit Cobbs Infant School to meet and welcome their new pupils.
Older pupils are usually transferred to Bridgewater High School having reached their eleventh birthday by the 31st August. The on-going pupils have the opportunity to:
- Attend an Open Evening;
- Be welcomed by Bridgewater High School's Head of Year 7;
- Engage in communication with current Year 7 pupils;
- Experience two full days at Bridgewater High School;
- Work on a curriculum project to be continued in Y7
All the above help to answer the important questions both pupils and parents have
regarding their prospective new environment.
We are extremely proud of our close links with both Cobbs Infant School and
Bridgewater High School and continue to develop Inter-school curriculum links to enable the continued smooth transition from the Key Stage 1 to Key Stage 2 and Key Stage 2 to Key Stage 3.
Transfer Policy
Pupils normally transfer to Broomfields Junior School from Cobbs Infant School having reached their seventh birthday by the 31st. August. Opportunities are provided for children and parents to visit school prior to transfer, together with an evening meeting to discuss issues with the Headteacher, Deputy Headteacher and new class teachers. We provide the opportunity for parents to have a guided visit to the school, believing it to be extremely important that the transfer process is dealt with as supportively as possible. Additionally, both the Headteacher, Deputy Headteacher, Special Needs Co-ordinator and class teachers visit Cobbs Infant School to meet and welcome their new pupils.
Older pupils are usually transferred to Bridgewater High School having reached their eleventh birthday by the 31st August. The on-going pupils have the opportunity to:
- Attend an Open Evening;
- Be welcomed by Bridgewater High School's Head of Year 7;
- Engage in communication with current Year 7 pupils;
- Experience two full days at Bridgewater High School;
- Work on a curriculum project to be continued in Y7
All the above help to answer the important questions both pupils and parents have
regarding their prospective new environment.
We are extremely proud of our close links with both Cobbs Infant School and
Bridgewater High School and continue to develop Inter-school curriculum links to enable the continued smooth transition from the Key Stage 1 to Key Stage 2 and Key Stage 2 to Key Stage 3.
What Is An Ofsted Report?
Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.
Exam and Assessment Results
2016 KS2 Performance Tables
The 2016 key stage 2 assessments are the first which assess the new, more challenging national curriculum which was introduced in 2014. New tests and interim frameworks for teacher assessment have been introduced to reflect the revised curriculum. Results are no longer reported as levels, and each pupil will now receive their test results as a scaled score and teacher assessments based on the standards in the interim framework.
Because of the changes set out above, figures for 2016 are not comparable to those for earlier years. The expectations for pupils at the end of key stage 2 have been raised. Given the differences in the curriculum and assessments, levels are not comparable with scaled scores or teacher assessment outcomes. The expected standard in the tests is a now scaled score of 100 or above.
Please note that all figures on this webpage are provisional. We will publish further data in December 2016 when the Department of Education publish their revised figures. This will include data for progress.
Broomfields Junior School – Provisional Outcomes 2015-2016
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Reading % at expected standard (and above): |
81% (National 66%) |
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% above expected standard: |
27% (National 19%) |
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Writing % at expected standard (and above): |
96% (National 74%) |
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% above expected standard: |
39% (National 15%) |
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Maths % at expected standard (and above): |
85% (National 70%) |
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% above expected standard: |
25% (National 17%) |
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Combined % at expected standard (and above): |
77% (National 53%) |
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% above expected standard: |
14% (National 5%) |
Performance Tables
The School Performance Tables can be found at:
https://www.compare-school-performance.service.gov.uk/school/111128
Curriculum
Policies
Behaviour Policy
Pupil Premium
Special Educational Needs and Disability Information
School Complaints Procedure
PE and Sport Premium for Primary Schools
Updated information coming soon
Safeguarding and Child Protection
Governors’ Information and Duties
The main role of the governors is one of monitoring and evaluation to support the head and the staff. We help them to set and reach targets and to strive for excellence across the whole spectrum of school life.
We have a legal responsibility to:
- Supporting the Headteacher in the day - to - day running of the school
- They decide what is taught within the guidelines laid down by the Department for Education
- Set standards of behaviour
- Interview and select staff
- Decide how the budget is spent
- Produce an online School Profile reporting actvities, achievements and key issues.
The school governors meet together once a term.
To do our job, we are split into a number of committees which address specific areas of school need. Each meets regularly and feeds into the full meetings where appropriate. There are also other committees that meet from time to time to cover a specific task - the setting and review of the Head's performance agreement for example.
There are several categories of governor, appointed by different bodies that have an interest in the school. These are Parent, Staff and Local Authority Governors and Co-opted Governors who are community representatives or business men or women. All governors have equal status, however they were appointed.
All the school governors are committed to maintaining the ethos and the high standards of achievement at the school. They are focussed not only on educational achievement but on the school's values, which are just as important.
Governors mostly carry out their duties during after school meetings and may attend training sessions and seminars to help them do their job effectively. They also go into school to meet with the Head and other members of the management team in order to discuss the subjects they have responsibility for.
Governing Body Structure
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Headteacher Governor |
Parent Governors |
Co-opted Governors |
Authority Governor |
Staff Governor |
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Rachel Morris Brown |
Jo Andrews |
Angela Davies |
Peter Gleave |
Katharine Short |
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Matt Atkin |
Jennifer Dean |
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Simon Baines |
Amanda Elkin |
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Paul Larder |
Sue Foster |
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Vacancy |
Fergus Laing |
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Jan Morton |
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Helen Plant |
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Susan Richardson |
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David Rowley |
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Simon Watson |
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Governor Committee Structure: September 2016
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Finance and Personnel |
Buildings, Health and Safety |
Curriculum and Standards |
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Rachel Morris Brown Helen Plant David Rowley Fergus Laing Amanda Elkin Peter Gleave Susan Richardson Paul Larder Matt Atkin Jo Andrews
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Rachel Morris Brown Helen Plant Peter Gleave Fergus Laing Simon Baines Jan Morton |
Rachel Morris Brown Helen Plant Jo Andrews Amanda Elkin Simon Watson Sue Foster Jennifer Dean Katharine Short Angela Davies |
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Safeguarding |
Appointments |
Staff Dismissal |
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Rachel Morris Brown Helen Plant Susan Richardson Jan Morton Sue Foster Angela Davies Peter Gleave |
Rachel Morris Brown Helen Plant Peter Gleave Amanda Elkin Fergus Laing Jan Morton David Rowley Susan Richardson Simon Baines |
Peter Gleave Paul Larder Matt Atkin David Rowley |
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Dismissal Appeals |
Appeals and Complaints |
Pupil Discipline |
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Amanda Elkin Sue Foster Fergus Laing Susan Richardson |
Amanda Elkin Sue Foster Fergus Laing Jan Morton |
Sue Foster Jo Andrews Peter Gleave |
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Headteacher Performance Management |
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David Rowley Peter Gleave Amanda Elkin Fergus Laing – reviewing Officer |
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Governor Responsibilities: September 2016
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Responsibility
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Governor |
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Safeguarding
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Susan Richardson |
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SEND
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Sue Foster |
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Training and Support
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Susan Richardson |
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English
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Amanda Elkin |
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Maths
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Jo Andrews |
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Science
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Matt Atkin |
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Arts / Governors’ Forum
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Jan Morton |
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Equality, Diversity and Anti-Bullying Champion |
Fergus Laing |
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More Able and Talented
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Jo Andrews |
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ICT / Computing
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Simon Baines |
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Pupil Premium
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Matt Atkin |
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Adopt a Year Group
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Year 3
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Sue Foster Susan Richardson
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Year 4
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Jo Andrews Peter Gleave
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Year 5
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Paul Larder Amanda Elkin
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Year 6
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Simon Baines Matt Atkin
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Charging and Remissions Policy
Values and Ethos
Our highly committed and valued staff, working in partnership with parents, governors and all stakeholders, will ensure Broomfields Junior is a school where:
- Effective teamwork forms the basis of a professional and motivated staff who always put children first
- A caring ethos nurtures positive relationships, with everyone equally valued and all achievements celebrated
- An engaging, relevant and enjoyable curriculum promoting British Values ensures children are well prepared for education, work and life
- A culture of challenge and high expectation is promoted to maximize individual potential
- An awareness of self, community and global issues fosters responsible behaviour with respect for all
- Children are taught in a stimulating learning environment where high quality resources are paramount
At Broomfields we aim to:
Outcomes for Pupils:
- Help all pupils learn to the best of their ability, acquiring and developing key skills and a deep knowledge across the curriculum
- Enthuse children to make rapid progress as they develop and apply a range of skills to ensure that they are exceptionally well prepared for the next stage in their education
- Strive for the highest standards possible
Quality of Teaching, Learning and Assessment:
- Draw upon the excellent subject knowledge of teachers to create outstanding lessons
- Use imaginative teaching strategies to promote high levels of enthusiasm for, participation in and commitment to learning
- Promote high levels of resilience, confidence and independence in children when tackling challenging activities
Personal Development Behaviour and Welfare:
- Have a consistent approach towards behaviour management, guiding children to manage their own behaviour in the classroom and in social situations where they demonstrate high levels of engagement, courtesy, collaboration and cooperation
- Ensure children have an excellent, enthusiastic attitude towards their learning, helping their peers learn and thrive in an atmosphere of respect and dignity
- Help pupils to feel safe, teaching what constitutes unsafe situations and how pupils can keep themselves and others safe in and out of school
Effectiveness of Leadership and Management:
- Pursue excellence through an uncompromising and highly successful drive to improve and maintain the highest levels of achievement
- Provide a broad, balanced, differentiated and innovative curriculum full of memorable experiences and rich opportunities delivered by outstanding teachers
- Establish a friendly and trusting relationship between home and school so that we work together for the good of the pupils
The Spiritual, Moral, Social and Cultural Development of Pupils at the School:
- Raise awareness of moral values and diversity within a mainly Christian ethos;
- Encourage community cohesion by raising the awareness of pupils to their own and other cultures, fostering concern and respect for others;
- Engender an understanding of sustainable development through encouraging care for yourself, others and the environment;
- Ensure that at every level, in all our work and throughout all aspects of the school community and its life, all will be treated equally.
Requests for Paper Copies
Paper copies of information on our website can be requested free of charge from the School Office.