Broughton Primary School

Broughton Primary School is performing strongly overall. Pupils achieve very well, with published outcomes consistently above national averages, and they build secure knowledge across the curriculum. Early reading, writing and mathematics are particular strengths, and disadvantaged pupils and pupils with special educational needs and/or disabilities progress well from their starting points. Behaviour is exemplary, attendance is high, and pupils feel safe, cared for and included. Leadership and governance are effective, the curriculum is broad and ambitious, teaching is strong, and personal development and wellbeing are given a high priority. Safeguarding standards are met. The main area for development is the early years, where provision is solid but adult-child interactions and feedback are not consistently sharp enough to extend children's thinking and language during play. Leaders should also continue embedding recent curriculum refinements, particularly so that pupils' writing is secure across all areas, and address some remaining variation in older classes in handwriting and mathematical reasoning. This is a smaller-than-average primary school with a lower proportion of pupils eligible for free school meals and a lower proportion of pupils with SEND or EHC plans than nationally. The school’s inclusive and nurturing culture, strong pastoral support and tailored transition work help pupils feel confident and ready for the next stage of education.

Strengths

• Pupils achieve very well across the curriculum, with outcomes consistently above national averages.
• Early reading and phonics are a clear strength.
• Pupils develop strong foundations in reading, writing and mathematics.
• Disadvantaged pupils and pupils with SEND achieve well from their starting points.
• Attendance is high, including for disadvantaged pupils and pupils with SEND.
• Pupils' behaviour is exemplary, and classrooms are calm and respectful.
• The curriculum is broad, ambitious and well sequenced.
• Teaching is effective, with strong subject knowledge and regular checks for understanding.
• Inclusion is strong, with effective support and adaptations for all pupils.
• Leadership and governance are effective, with clear priorities and appropriate challenge.
• Staff wellbeing and professional development are prioritised.
• Personal development and pastoral support are strong, helping pupils feel safe and valued.
• Transition support prepares pupils well for secondary school.
• Early years children settle quickly and access a broad, carefully sequenced curriculum.

Areas for Improvement

• Adult-child interactions in early years are not consistently strong enough to extend children's thinking and language during play.
• Feedback in early years is sometimes too general to move learning forward.
• Handwriting and letter formation in early years could be modelled with more precision.
• Some variation remains in older classes in handwriting and mathematical reasoning.
• Leaders should continue embedding recent curriculum refinements so their impact on all areas of pupils' writing is secure.
• Leaders should strengthen the consistency and quality of adult-child spoken interactions in early years.

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 Primary School attended 96.5% of sessions (the national figure for primary schools was 94.8%). 5.0% 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, 0.5% of pupils at Broughton Primary School 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 Primary School had 27.7 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, 11.0% of pupils at Broughton Primary School were on SEN support (nationally 15.4%) and 6.0% 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 Primary School received £6,613 and spent £6,758 for each of its 200 pupils. It ended the year with reserves of £211,000 (£1,053 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 Kettering · North Northamptonshire local authority: places and applications

What is Broughton Primary School's Ofsted rating?

The latest Ofsted rating for Broughton Primary School is Expected standard, from an inspection in July 2026.

When was Broughton Primary School last inspected by Ofsted?

Broughton Primary School was last inspected in July 2026.

How many pupils does Broughton Primary School have?

Broughton Primary School has 200 pupils on roll.

What age range does Broughton Primary School cover?

Broughton Primary School for pupils aged 4 to 11.

What are Broughton Primary School's SATs (KS2) results?

In 2025, 87% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Broughton Primary School?

Broughton Primary School is at Cransley Hill, Broughton, Kettering, Northamptonshire, NN14 1NB.