This is a fantastic opportunity to lead our school on to the next stage of its journey. You must exhibit confidence, be an empathetic, engaging communicator who has a clear focus on continuing to build a healthy workplace culture to benefit the wellbeing of staff and pupils.

While we have many strengths, we know that we must improve too. We need to continue to build a school wide love of reading and improve outcomes in writing and mathematics across our school. Further, we need to maintain and build on the quality of teaching and our expectations of the capabilities of our children as well as developing our staff team to ensure they reach their full potential.

We are always looking for ways to improve. We want your skills as an impassioned leader to make a difference, to enhance teaching and learning across the curriculum, to enrich the personal and social development of our children and to join with everyone - staff, governors and pupils – to promote our ethos and further develop the vision for our school.

Our new leader will:

• Be able to provide excellent and robust staff management
• Have progressive IT skills and a deep understanding of the significance and importance of consistent data monitoring
• Consider and shape how we can adapt our practices innovatively to promote and enhance the wellbeing of our staff team.
• Demonstrate an understanding of the needs of young people, social, physical and emotional alongside educational needs and ensure that the school provides a rounded provision to nurture them.
• Show practical knowledge and experience in raising standards
• Be a strategic thinker able to plan long, medium and short term
• Be able to review our financial resources and look at how we invest in our school
• Have a continuing drive to reflect, learn and strive for positive development, for themselves, their staff team, the children and our school as a whole.
• Be someone who is capable of and confident to make difficult decisions and ask challenging questions in order to seek the best possible outcome for our school as a whole.

This is an excellent opportunity to provide strategic leadership and direction while building upon the high standards already in place. This will mean a strong focus on outstanding teaching and learning, ensuring every pupil makes best possible progress, curriculum development and implementation, and forging ever-closer relationships with parents and carers and our wider school community.

Ofsted recognised – “Your child-centred values are at the heart of the school’s work and create a caring, inclusive ethos where pupils develop and flourish as rounded individuals.”    Ofsted 2017

 Broomfield Primary School lies in the heart of the County Town of Northallerton. We serve a changing and diverse population from the desirable local private residential estate and the surrounding areas. In recent years we have seen a change in our profile within the school with a marked increase in the amount of complex SEND children entering the school.

Broomfield has and continues to work hard on its enhanced offering; we are a Rights Respecting Gold School. We hold Healthy School Gold Status and take school sport as an essential and important part of what we do and subsequently achieved School Games Platinum Status. With Children being successful at local cluster sporting events. Music plays an important role at Broomfield and we are designated a ‘Singing School’.

Broomfield has a positive reputation within the local community. We have families who have moved into the catchment area to be close to the school for their children. Recently we have seen a change in the catchment coming from further afield to the outlying villages surrounding Northallerton. Regardless of where the children come from they quickly establish themselves and join the Broomfield Family.

Our offering to the children is extended by the numerous activities that we offer: These include Art, multi sports KS1 & KS2 football, reading, yoga and cooking. We also have on site a private childcare provider that run breakfast and after school provision for the children in accommodation hired from the school.

We have a Strategic Partner on our grounds in the Rosedene Nursery Group who run the Broomfield Nursery Provision. They specialise in children’s readiness for school and have won awards for their innovative approach to EYFS Education.

We use the RelectEd approach to Learning. ReflectED is an approach to learning that teaches and develops children’s metacognition skills. It can support and improve attainment for all pupils by enhancing pupils’ ability to think about their learning, assess their progress, set and monitor goals, identify strengths and challenges in their learning and develop a learning dialogue between pupil and teacher.

Ofsted recognised – “Pupils have a good understanding of their rights and responsibilities. Consequently, this encourages their good behaviour as they understand how their actions affect the rights of others. Pupils talk confidently about how they take responsibility for their actions if a school or class rule is broken. As a result, pupils are very respectful and demonstrate caring attitudes towards others.” – Ofsted 2017     

Our staff are our greatest resource and are incredibly committed, loyal and dedicated. They always have the best interests of the pupils at heart and are determined to find something at which every child can shine. Staff get to know the children in the school very well and use this information to personalise opportunities for learning.

 Ofsted recognise – “I was keen to see how well the most able pupils are challenged by teachers in  their learning. Teachers have high expectations of pupils and are very skillful in asking questions that deepen pupils’ understanding. They provide challenging tasks and observe pupils closely to check whether there are any misconceptions that need addressing. This is resulting in pupils being really keen to solve problems, find solutions and really push themselves. Pupils use ‘top tips’ that help them to think about how they can make their work be of the highest standard” – Ofsted 2017

Our class structure

 We have single form entry across the school apart from a Year R/1 mixed class, but our intension is to revert to a single form entry school at the earliest opportunity.

We have a strong and supportive staff team:

• Non-teaching HT position
• DHT (teaches equivalent x 2 days per week)
• SENCO (3 days per week, teaches 1.5 days)
• Full time office support
• FTE 7 x class teachers
• 4 x HLTA
• 7 x GTA
• 8 x MSA

We are fortunate to have a long serving staff team, (teaching and non-teaching) who know the school and families extremely well.  Support staff are deployed to meet the needs of the children, but generally a HLTA works in each area – YR, Y1/2, Y3/4 and Y5/6.  Every class currently has at least one GTA.  Class sizes are good, none larger than 31.

The Governing Board Role and Support

 The Boards of Governors actively support the schools and take their link responsibilities seriously. During Covid, they have continued to do so virtually with a focus on staff well-being.

School governors are engaged, positive and proactive in ensuring the schools continues to thrive and develop. As a full governing body, they meet regularly, endeavoring always to ensure our children receive the best education possible, in a safe and supportive environment.

Governors seek and consider a range of feedback from the whole school community to ensure that they fully understand the differing perspectives of all stakeholders on how the school is performing.

Ofsted recognised – Governors are committed, supportive and not afraid to challenge school leaders. They visit the school regularly and are able to see for themselves the impact of school improvement actions. For example, a recent walk around the school brought to life the impact that the year of reading is having on improving pupils’ interest in reading. Governors have been instrumental in securing the school’s continued success. They have responded promptly to your requests to strengthen the leadership team and to more effectively meet the needs of the increasing numbers of pupils who have special educational needs and/or disabilities. “– Ofsted 2017

We can change the future…

• We learn how to become expert learners
• We learn how to make positive choices about our health and wellbeing
• We care about our world and respect everyone we share it with
• We learn about our rights and how we can protect the rights of others
• We leave Broomfield ready for our next adventure

Everyone learning together

Learning to make a positive difference

 To learn more about our Ethos, Values and Aims take a look at our school website

The school is set within an affluent area of Northallerton and many of the children are drawn from these immediate areas.  Many children’s parents, or family members, have attended the school and therefore have a long relationship with the school.  Increasingly the school draws from a wider catchment, which has resulted in a more diverse cohort of children attending.  The school also welcomes a small number of children from the nearby refuge.  Generally, the school has low mobility.  The percentage of disadvantaged children varies between cohorts but is broadly reflective of the national picture, the percentage of children with SEN is slightly higher than national.

Ofsted Inspection – Graded Good

Ofsted recognised – “The leadership team has maintained the good quality of education in the school

since the last inspection. Your child-centred values are at the heart of the school’s work and create a caring, inclusive ethos where pupils develop and flourish as rounded individuals. You and your senior leaders have a clear understanding of the school’s strengths, weaknesses and next steps for improvement. – Ofsted 2017

 Our School current strengths:

• Rights respecting Gold status
• Healthy schools silver status
• School games platinum status
• Recently reviewed curriculum
• Recently reviewed reading provision
• Long standing, committed staff team
• School embedding the ReflectEd approach to learning
• Recently reviewed school profile – website / uniform / badge
• Strong school council which are an active voice in school
• Onsite nursery provision from a private provider which attracts working families to the school
• Good behaviour and attitudes from pupils who are well supported at home

Current areas identified for improvement/ Main priorities of your School Improvement Plan:     

• The teaching and provision of writing in all year groups is rigorous and develops pupils’
• Confidence and enjoyment in writing and addresses any gaps due to lost teaching time
• The curriculum is appropriately sequenced so that pupils deepen their knowledge and demonstrate skills progression and meets the needs of all pupils; inclusive of those who are disadvantaged and addresses any gaps due to lost teaching time;
• The new EYFS curriculum implemented September 2021; Assessments and observations will reflect the expectations of the new EYFS, be timely and positively impact on children’s progression
• Teaching and learning will address the gaps in attainment between groups of learners.
• Pupils will be motivated and have a positive attitude to learning supported by the ReflectEd programme to improve their metacognition skills and growth mindset in all areas of learning.
• The role of the subject leader is developed to improve the quality of education in each subject area
• Monies which are received for disadvantaged pupils is spent to have a positive impact on those pupils and the ‘catch up’ money supports pupils to catch up for lost teaching time
• Parents will be engaged as active partners in their child’s education

The priorities of the School Development Plan were decided upon to ensure the recommendations of the last Ofsted inspection are addressed and after analysis of the school’s performance in 2019/20.

Future considerations

Possible move to revert to a full one form entry school. As with all Primary School Schools our Budget position to facilitate this would need to be well managed.

Current levels of pupil achievement, attainment and progress:

 Data collection three times a year is used to monitor and report progress to parents and identify pupils requiring further support or challenge. Children broadly enter school in line with national expectations.  The school does welcome a significant number of children with SEN.  Like all children nationally, progress and attainment has been hampered by the pandemic.  Children are engaged with their learning and have the potential to make rapid progress.  School staff have an accurate understanding of the current levels of achievement and are committed to making sure the children make the necessary progress.

The results from 2019 are available on the school website

Budgetary Position

 This financial year the school is projecting an in-year deficit of around £8k, but by 2023/24 this increases to £127K. At the moment there is £120K to carry forward. The financial position will need to be a priority to ensure a balanced budget.

Post COVID

• Current SDP plan to remain in place in the short term to address school needs post COVID.
• Continue to nurture a positive learning culture focusing on children’s well-being following lockdown.
• Ensure Catch-Up programme is delivered and ensure catch up premium is spent effectively

There are generally good relationships with parents, who are supportive of their children and the school.  Many parents are working parents and some take advantage of the onsite care facilities.  Inevitably access to the school site has been much reduced due to the pandemic and ongoing concerns, however, previously the school regularly welcomed parents into school for a variety of events, e.g. school fairs, performances, weekly achievement assemblies.  The school has a committed and active PTA.

Prior to the restrictions due to the pandemic the school worked with local churches and charities regularly.  Since restrictions have been eased the school has broadened its extra-curricular activities so that children have links with adults and groups beyond the immediate school community.  The school has still retained certain links such as the local food bank and is currently working with Northallerton library to facilitate a book club for the children, however they are keen to further build on this.

The Governing Body has altered in recent years.  A new Chair and members has provided a fresh focus and renewed vigour.  The Governing Body is superbly supported by their clerk and this has led to a change in the relationship with the school which has been welcome. Governors have a much clearer understanding of the strengths of the school, but more importantly where the school needs to improve.  Governors now actively visit and challenge the school on a range of issues and work with a number of staff beyond the Headteacher.  The Governing Body would like the school to move forward swiftly and look forward to welcoming a new Headteacher who can lead on this journey.

Relationships

Parents/Carers, Local and wider Community

 There are  good relationships with parents, who are supportive of their children and the school.  Many parents are working parents and some take advantage of the onsite care facilities.  Inevitably access to the school site has been much reduced due to the pandemic and ongoing concerns, however, previously the school regularly welcomed parents into school for a variety of events, e.g. school fairs, performances, weekly achievement assemblies.  The school has a committed and active PTA.

Prior to the restrictions due to the pandemic the school worked with local churches and charities regularly.  Since restrictions have been eased the school has broadened its extra-curricular activities so that children have links with adults and groups beyond the immediate school community.  The school has still retained certain links such as the local food bank and is currently working with Northallerton library to facilitate a book club for the children, however they are keen to further build on this.

Local Authority and School Improvement

The school has just begun working with a new SEA, Donna Makepeace.  The school has always enjoyed a positive relationship with the LA.  The previous HT did explore the possibility of academisation, but the application was not carried forward by the RSC.  The school has no immediate plans to alter the relationship with the LA, or its status as a maintained school.

Northallerton

 Northallerton is the county town of North Yorkshire and is the seat of The North Yorkshire County Council and Hambleton District council. Set between the Yorkshire Dales National Park to the west and the North York Moors National Park to the east the town has been a centre of communications for centuries. Northallerton was on the Great North Road between London and Edinburgh, the Railway arrived in the 1840s strengthening Northallerton's importance as a communication centre. Northallerton is about 230 miles (370 km) from London, 170 miles (270 km) from Edinburgh, 30 miles (50 km) from York and 22 miles (35 km) from Middlesbrough. Northallerton's wide High Street is a pleasant busy shopping centre, with many independent shops, cafes and pubs. There is a busy market on Wednesday and Saturday and free WiFi.

York

York is a cathedral city and unitary authority area, at the confluence of the rivers Ouse and Foss, in England. At the 2011 census, the borough population was 198,051 and the population of the city was 153,717. The city has long-standing buildings and structures, such as a minster, castle and ancient city walls.

The city is the head settlement of historic Yorkshire and was its own county corporate. City of York Council is a unitary authority responsible for providing all local services and facilities throughout the city and rural areas around the outside of the old city boundaries. The city is also included in North Yorkshire and Leeds city region.

North Yorkshire

North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales and North York Moors, three Areas of Outstanding Natural Beauty and a stunning coastline around Scarborough and Whitby. There are ruined castles and abbeys, serene gardens, unique breweries, thrilling rides and industrial heritage. The area hosted the phenomenal Tour de France ‘Grand Depart’ in 2014 and has since created the Tour de Yorkshire, an annual event with global recognition. Success in supporting these events led to Harrogate hosting the UCI Cycling World Championships in 2019.

North Yorkshire has plenty to offer the outdoor enthusiast. From the hard gritstone of Almscliff and Brimham rocks to the limestone of Malham, Gordale and Kilnsey climbing venues are in abundance. The Yorkshire Dales is the premier area for caving and for mountain biking; there are the bridleways of the Dales and North York Moors as well as the renowned trail centre at Dalby Forest. There are a small number of sailing clubs on reservoirs around the county and fantastic surf sport venues and sea kayaking on the east coast.

While the county is rightly known for its wide-open spaces, it also incorporates attractive market towns including Pickering and Helmsley, traditional seaside towns, the Spa town of Harrogate and the ancient city of York - the most visited city outside of London. There are a wide range of shopping, leisure and cultural facilities as well as excellent schools, universities, road and rail links. There really is everything to offer you and your family as a place to work, live and enjoy!

Travelling further afield we have convenient connectivity, with close proximity to metropolitan cities of Leeds and Newcastle and with a little over two hours commute on the main train line to London. We border the Lake District, Lancashire, County Durham, and Yorkshire & Humber regions with all they have to offer.