Burton End Primary Academy

Highlights from Latest Inspection

Outcome

Burton End Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Graham Almond.

The school is part of the Unity Schools Partnership, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tim Coulson, and overseen by a board of trustees, chaired by Christine Quinn.

What is it like to attend this school?

As soon as they start school, pupils learn what it means to be part of an inclusive community.

Pupils are confident and proud members of their school. They are enthusiastic about learning... and enjoy socialising and playing with their friends. They learn how to stay safe, both online and in the community.

Pupils behave well. They learn a range of strategies that help them to manage their emotions.

Pupils learn an ambitious and broad curriculum.

They enjoy using and applying the technical language and vocabulary they learn as part of their learning. Pupils relish the challenges that teachers set for them. When they learn new concepts, pupils make links to the things they have learned previously.

This helps them to build up their knowledge well. Skilful adaptations enable all pupils to achieve well overall.

Pupils know what makes them special and unique.

They treat each other with kindness and respect. In class, pupils share, collaborate, focus and listen. Pupils learn how to be resilient.

Pupils become increasingly independent and take responsibility for their learning. They know that if there is a problem, there is always an adult they can talk to.

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

Pupils enjoy reading.

They know why learning to read is important. All staff have had training to deliver the school's phonics programme. Staff check pupils' progress through the phonics programme effectively.

If pupils fall behind, there are daily opportunities to catch up. Pupils have the time to revisit, practise and rehearse until they are secure. The school identifies pupils who do not read at home.

Staff ensure these pupils read in school. The school ensures that it introduces pupils to a wide range of literature. In the early years, structured story times introduce children to a love of picture books.

They enjoy joining in with the stories and learning to use new vocabulary.

The curriculum is well sequenced. It allows pupils to build up their knowledge securely in different subjects.

Overall, pupils learn and achieve well. Pupils rise to their teachers' high expectations, particularly in English and mathematics, where they produce high-quality work. However, in a few subjects, on occasion, staff expectations of what pupils can achieve are more variable.

This sometimes affects the quality of pupils' written work and the depth of their learning.

Pupils with special educational needs and/or disabilities (SEND) benefit from appropriate adaptations and high-quality support. Pupils with SEND are fully included and access the breadth of the curriculum.

Close links with local nurseries help the school to find out about pupils' needs early. Pupils in the 'Explorers' class enjoy a bespoke curriculum designed to meet their specific needs. This works effectively, and these pupils achieve well.

Pupils behave well. They respond to consistent classroom routines that help them to concentrate on their learning. This starts in the Nursery, where children learn to sit, share and take turns.

Children settle in well in the early years, where staff help them to understand their feelings and emotions. Pupils attend well. The school uses a range of strategies that make a positive difference to pupils' attendance, including special whole-school events and celebrations.

A range of educational visits and visitors enhance the curriculum. These encourage pupils to consider future careers and help make learning memorable. Clubs are open to all and include both sports and creative pursuits, such as knitting.

These help pupils develop their interests and learn new skills. Pupils understand the importance of good mental and physical health. If pupils have a worry or need emotional support, they know they can talk to the pastoral team at 'The Beach'.

Pupils have a well-developed understanding of fundamental British values, such as mutual respect. There are many opportunities for pupils to take on leadership roles. The school listens to, and acts on, pupils' ideas.

Leaders know the school, their pupils and families well. Leaders at all levels, in partnership with the trust, have ensured that pupils continue to benefit from all that the school has to offer. Staff benefit from well-considered professional development opportunities.

Staff value these experiences, particularly in supporting them to deliver the curriculum. There is a strong and shared ambition and belief that with the right support, academic and emotional, everyone can succeed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, staff's expectations of what pupils can achieve are variable. This sometimes leads to inconsistencies in how well pupils learn and affects the quality of pupils' written work. The school should ensure that staff's expectations are consistently high and that pupils produce work of a high quality and learn as well as they can across the full range of subjects.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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