Burley St Matthias Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

A sense of kindness permeates through this school. A high number of pupils join the school at different points during the school year. Many of these pupils are new to the country.

Pupils are welcomed by staff who know them, their families and their individual needs well. Consequently, pupils enjoy coming to school. Pupils greet visitors and staff members with excitement.

They are proud to show off their achievements.

Staff have high expectations of behaviour. The school's new behaviour policy ensures that pupils conduct themselves well.

There are warm, caring relationships between pupils and staff. Pupils are given additional support to improve their... behaviour if they need it. In lessons, pupils listen well to their teachers.

They show care to each other and listen to each other's opinions. At playtime, pupils play harmoniously together.

The school has high expectations for all pupils.

Since the last inspection, the school has experienced many changes to staffing, including leadership. It recognises that many pupils previously have not achieved as well as they could have. Improvements to the curriculum are ensuring that current pupils know more and remember more.

Leaders are tenacious in their vision to improve the school further.

What does the school do well and what does it need to do better?

Published outcomes in 2024 national assessments at the end of key stage 2 were low. This is, in part, linked to the high number of pupils joining the school at times other than the usual admission points in September.

Analysis of published outcomes demonstrates that pupils educated at the school over a longer period of time achieve stronger outcomes. The school has made changes to the curriculum to ensure that most subjects are ambitious and well considered. Teachers present knowledge clearly to pupils.

Pupils successfully build their knowledge over time. For example, in geography, pupils learn and use ambitious vocabulary in their discussions about food chains. Staff make checks on what pupils know and remember.

However, on occasion, information from these checks is not used effectively to inform subsequent learning activities and gaps in pupils' knowledge are not addressed before pupils move on.

The school prioritises the professional development of staff. Across most subjects, strong staff subject knowledge has enabled a consistent approach to ensuring that the curriculum is implemented effectively.

Actions are reviewed and future improvements are identified clearly. However, this is not the case across all subject areas. In some subjects, the intended curriculum is not delivered as well as it could be.

There is less rigour in identifying the improvements needed.

The school identifies and supports pupils with special educational needs and/or disabilities (SEND) well. Pupils with SEND respond positively to adults and learn through a well-considered curriculum.

The school has prioritised reading. Children learn to read as soon as they start school. They learn different letter sounds and quickly begin to use these in words.

The school provides many opportunities for pupils to practise reading and develop fluency. Pupils in key stage 1 confidently apply their knowledge of phonics in their writing. Effective interventions support those pupils who need extra help with reading.

As a result, pupils catch up quickly. Pupils in key stage 2 continue to develop their reading skills. Reading lessons engage pupils using 'choral' and 'echo' reading.

As a result, they read more complex texts fluently and with confidence.

The early years curriculum clearly sets out the knowledge children will learn. Stories and songs are a feature of the curriculum.

This helps children to develop their language skills. In the classroom, children play happily with their peers. They enjoy role playing together in the outdoor area, where they demonstrate their understanding of sharing and taking turns.

Children work with staff to secure their mathematical knowledge through games, such as dominoes.

The personal, social and health education curriculum teaches pupils important knowledge to prepare them for life beyond school. Pupils learn how to keep themselves safe, including online.

Pupils develop a strong understanding of respect. They know what makes a healthy relationship and how to respect those who may be different to themselves. Pupils benefit from additional trips and visits to support their broader development, for example the 'train training' supports pupils to stay safe on railway lines.

The school encourages pupils to attend the after-school clubs on offer; however, these are limited. This means that pupils do not get sufficient opportunities to explore activities beyond the academic curriculum.

Attendance has improved significantly over the last few years.

The school puts in place effective support to ensure that pupils, including those with SEND, attend school more regularly.

The school, alongside those responsible for governance, is ambitious for the pupils it serves. They recognise that previous published outcomes have not reflected this ambition.

Governors, alongside new leaders, are rigorous in their current evaluation of the school. They regularly evaluate its effectiveness, and the quality of the improvements made. Governors provide additional support and challenge to ensure the school continues to improve.

All involved at the school are committed to ensuring the school can be the best.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the implementation of the curriculum is not as effective as the school intends.

Improvements required in these subjects are not identified or acted upon as quickly as they could be. Therefore, pupils do not achieve as well as they could. The school should ensure that the rigour taken to make improvements in some subjects is consistent across all subjects so that any areas for improvement can be identified and addressed with more urgency.

• The checks made on what pupils know and can do, do not effectively inform subsequent learning tasks. Pupils sometimes access learning that is too challenging and does not build on their current knowledge and understanding. The school should ensure that staff have the knowledge and expertise to adapt learning effectively based upon what they know about pupils' current knowledge or gaps in their learning.

• The school's wider offer beyond the academic curriculum is limited. The choice of extra-curricular activities is not varied, and opportunities are restricted. The school should broaden the range of opportunities or additional activities available to pupils.