Burton-on-the-Wolds Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is an integral part of the local community. Pupils enjoy learning and are keen to attend school regularly. They learn to treat each other as individuals.

They feel safe and well cared for. One pupil spoke for many when saying, 'Everybody has a place here.'

The school is extremely ambitious for its pupils.

The curriculum is designed to provide a high quality of education that is relevant to pupils. Pupils achieve well in many subjects. They benefit from a comprehensive personal development programme.

It is exemplary in the way that it prepares pupils for life in modern Britain.

Pupils understand that they are expected to be 'ready..., respectful and safe'. They know these expectations mean they need to sit up straight, listen carefully and consider others.

Parents and carers are full of praise for the school. They talk of supportive staff who help their children to flourish.

If pupils are worried, they feel comfortable to talk to staff in school.

Pupils say that if they fall out, adults take the time to listen and help them get along together.

Pupils love to have lunch outside and dig for fossils in the playground or take responsibility for the school garden.

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

The curriculum is broad and balanced.

Pupils learn new knowledge, skills and vocabulary in a carefully planned way. For example, in design technology, children in the Reception Year learn how to hold scissors and 'snip'. As they move through the school, pupils learn about strong structures, using play dough and cocktail sticks.

They then use this knowledge to build model greenhouses using lolly sticks and glue guns.

The school has thought carefully about how to gradually introduce information to pupils to help them remember what they have learned. Pupils regularly recap previous learning.

New knowledge is effectively introduced and explored. For example, when learning about time, pupils revisit and connect previous knowledge that supports their understanding.

The school has clearly identified the important knowledge they want pupils to remember.

The school's systems help teachers to identify and address any gaps in learning. Pupils achieve very well across the majority of subjects.

Many pupils learn to write with confidence.

However, some pupils are not effectively supported to gain a secure understanding of the grammar that they need to use in their written work. This hinders the quality of their written communication across a range of subjects.

Pupils understand the school expectations to listen so that they are ready to learn.

They appreciate the gentle reminders from staff if they are not paying attention. They are given time to 'stop and think' if necessary, so that they can make the right behaviour choices. Pupils persevere when they find learning challenging.

There is a vibrant reading culture in the school. Children in the Reception Year are taught the sounds that letters make as soon as they start school. Staff are trained in the school's phonics programme effectively.

They check closely on progress, giving children extra help when they need it. The teaching of reading supports pupils to become fluent readers. They enjoy visiting the school library and ask the school 'book worms' for book recommendations.

The school makes sure that pupils with special educational needs and/or disabilities (SEND) are identified early. Staff work closely with parents to make sure pupils' needs are met. Staff make sure that pupils with SEND have the resources they need to be able to access the curriculum and succeed.

Pupils talk passionately about everybody being treated equally. Children in the early years learn to share ideas with each other. Older pupils know that some people need more support than others.

For example, older pupils buddy up with younger pupils to help them come in after play.

A rich range of cultural and educational experiences enhance the school curriculum. Pupils talk excitedly about residential visits.

Leaders from different faiths support pupils' understanding of different cultures. Pupils relish taking on positions of responsibility as they get older. For example, they enjoy being voted as 'Burton Ambassadors' who act as role models to others.

The school takes part in many community activities, including through their work with the plantation committee. Pupils learn how to keep themselves safe and healthy, including the benefits of moderation in their diets.

Governors know the school well.

They understand the strengths and areas for development. Governors work closely with the school to bring about improvements. Staff well-being is a priority for governors.

Staff morale is high and they are proud to be part of the school. They appreciate the trust shown in them and the consideration the school has for their workload.

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, not all pupils receive the support they need to help them to apply their understanding of grammar fully to their written work. Where this is the case, some pupils' written communication is not as well developed as it could be. The school should ensure that its writing curriculum enables all pupils to transfer the grammar skills they learn to embed them into sustained and high-quality writing across the curriculum.

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