Broomhill Primary School

Broomhill Primary School is a small primary with a nursery, serving 72 pupils. It has a higher-than-average proportion of pupils with SEN support and lower-than-average free school meals, and has seen significant leadership change since the last inspection, with a head of school appointed in May 2024 and an interim executive headteacher appointed in September 2024. Inspectors found a school that is improving under decisive leadership. Behaviour has improved significantly, pupils are polite and respectful, attendance is rising, and safeguarding is effective. Inclusion is a clear priority, with strong support for pupils with SEND and disadvantaged pupils, and personal development is well planned. Staff morale is high and governors provide effective oversight.

Strengths

• Safeguarding standards are met, with an open culture and clear responsibility for keeping pupils safe.
• Leaders have created a calm, inclusive and respectful school culture built on positive relationships.
• Pupils behave well, show excellent manners and positive attitudes to learning, with bullying rare and handled quickly.
• Attendance is improving steadily, including for pupils with SEND and disadvantaged pupils, and persistent absence is decreasing.
• Inclusion is a priority, with accurate SEND identification, tailored support and strong work with parents and external professionals.
• Staff expertise has grown in autism, dyslexia and social, emotional and mental health, helping pupils access learning.
• Personal development is well planned, promoting tolerance, safety, British values and responsibility through clubs, trips and leadership roles.
• Leadership is decisive and self-aware; improvement is evident, morale is high and staff feel supported.
• Governors are skilled and committed, contributing to improvements including the school's financial position.
• The early years environment is engaging, inclusive and nurturing, with effective SEND support and positive parent engagement.
• Phonics is taught appropriately, handwriting is improving, daily arithmetic is strengthening fluency and the history curriculum is secure.

Areas for Improvement

• Pupils' achievement requires attention; some have gaps in foundational writing and mathematics that are not addressed quickly enough.
• Year 4 multiplication tables check outcomes are not as high as they should be.
• Some pupils' writing lacks grammatical and spelling accuracy and is not consistently strong across subjects.
• Curriculum design is inconsistent across subjects; knowledge and skills are not clearly sequenced, especially for mixed-age classes.
• Teaching quality is inconsistent; work sometimes does not match pupils' needs, being too easy or too difficult.
• Teachers do not routinely identify and address gaps in pupils' knowledge and misconceptions, limiting progress.
• Early years teaching is inconsistent, and adult interactions do not consistently develop children's language and communication.
• Some children are not as well prepared for key stage 1 as they should be.
• Oversight and implementation of the pupil premium strategy need strengthening, including through ongoing high-quality staff training.

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 Broomhill Primary School attended 94.1% of sessions (the national figure for primary schools was 94.8%). 16.9% 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, 4.2% of pupils at Broomhill 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 Broomhill Primary School had 14.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 34.5% 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, 28.8% of pupils at Broomhill Primary School were on SEN support (nationally 15.4%) and 2.5% 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 Broomhill Primary School received £9,426 and spent £10,205 for each of its 78 pupils. It ended the year with a deficit of £226,000 (-£2,921 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 Morpeth · Northumberland local authority: places and applications

What is Broomhill Primary School's Ofsted rating?

The latest Ofsted rating for Broomhill Primary School is Needs attention, from an inspection in June 2026.

When was Broomhill Primary School last inspected by Ofsted?

Broomhill Primary School was last inspected in June 2026.

How many pupils does Broomhill Primary School have?

Broomhill Primary School has 80 pupils on roll.

What age range does Broomhill Primary School cover?

Broomhill Primary School for pupils aged 2 to 11.

Where is Broomhill Primary School?

Broomhill Primary School is at Station Road, North Broomhill, Morpeth, Northumberland, NE65 9UT.