Broughton Community Schools (Infants)

Broughton Community Schools (Infants) was inspected in May 2026 and is performing at the expected standard overall. Safeguarding standards are met, and pupils are happy, safe and well cared for in an inclusive school. Behaviour is good, attendance is broadly in line with national averages, and pupils benefit from a broad, ambitious curriculum with particularly effective early reading and mathematics. The school is part of the Broughton Community Schools Federation and is a smaller-than-average infants school. The report highlights many strengths: most pupils achieve well, staff are well trained, early years provision gives children a positive start, and pupils with SEND or disadvantages are generally supported to access learning and make appropriate progress. Personal development, pastoral care and wider enrichment are also strong. However, there are some areas for improvement. Writing is sometimes limited by gaps in handwriting and transcription, and written work is not consistently high quality across the curriculum. In some subjects and early years activities, tasks do not always build precisely on prior learning or match pupils' needs, which can limit progress. Leaders' evaluation systems and pupil premium impact reviews are not yet sharp enough, and governors' challenge is sometimes imprecise. The next steps focus on ensuring that, from early years onwards, staff design tasks that build on previous learning and enable pupils to produce consistently high-quality work in all subjects. Overall, this is a school with a positive culture and many effective practices, but with clear, manageable improvements still needed to secure consistently strong outcomes across the curriculum.

Strengths

• Pupils are happy, feel safe and behave well in lessons and around the school.
• Most pupils achieve well, especially in reading and mathematics.
• Early reading is taught effectively, with most pupils meeting the expected standard in the Year 1 phonics screening check.
• The curriculum is ambitious, broad and appropriately sequenced.
• Staff are well trained and supported to teach the curriculum effectively.
• Pupils with SEND and disadvantaged pupils are supported to access learning and make appropriate progress.
• Attendance is broadly in line with national figures, including for disadvantaged pupils and pupils with SEND.
• Pupils have positive attitudes to learning and respectful relationships with staff and peers.
• The early years provision gives children a positive start and helps them settle quickly.
• Personal development is well planned, including safety, wellbeing, relationships, British values and enrichment.
• Pastoral support is effective and prioritised, with staff responding quickly to pupils' needs.
• Leaders, governors and staff work effectively with families and external partners.
• Staff value evidence-informed professional learning, and leaders are mindful of workload and wellbeing.

Areas for Improvement

• Some pupils' writing development is limited by gaps in handwriting and transcription.
• Written work is not consistently high quality across the wider curriculum.
• In some subjects, tasks do not consistently build on prior learning or enable high-quality work.
• In early years, activities sometimes do not precisely match what children can do, limiting progress.
• In a small number of lessons, tasks are not sufficiently aligned to pupils' needs.
• Leaders' systems for evaluating the impact of their actions are underdeveloped.
• Reviews of pupil premium impact lack sufficiently precise actions linked to desired outcomes.
• Governors' support and challenge to leaders sometimes lacks precision.
• Not all pupils currently benefit from leadership and wider opportunities.
• Leaders should ensure task design builds on prior learning and supports consistently high-quality work from early years onwards.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Broughton Community Schools (Infants) attended 95.0% of sessions (the national figure for primary schools was 94.8%). 13.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Broughton Community Schools (Infants) were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Broughton Community Schools (Infants) had 22.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.2% of pupils at Broughton Community Schools (Infants) were on SEN support (nationally 15.4%) and 1.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Broughton Community Schools (Infants) received £7,053 and spent £6,920 for each of its 176 pupils. It ended the year with reserves of £180,000 (£1,021 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Aylesbury · Buckinghamshire local authority: places and applications

What is Broughton Community Schools (Infants)'s Ofsted rating?

The latest Ofsted rating for Broughton Community Schools (Infants) is Expected standard, from an inspection in July 2026.

When was Broughton Community Schools (Infants) last inspected by Ofsted?

Broughton Community Schools (Infants) was last inspected in July 2026.

How many pupils does Broughton Community Schools (Infants) have?

Broughton Community Schools (Infants) has 176 pupils on roll.

What age range does Broughton Community Schools (Infants) cover?

Broughton Community Schools (Infants) for pupils aged 4 to 7.

Where is Broughton Community Schools (Infants)?

Broughton Community Schools (Infants) is at Narbeth Drive, Aylesbury, Buckinghamshire, HP20 1NX.