Burnside Academy Inspires

Name Burnside Academy Inspires
Website http://www.burnsideacademy.co.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 16 September 2014
Address Burnside Estate, Houghton le Spring, Tyne and Wear, DH4 5HB
Phone Number 01915120466
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 180 (43% boys 57% girls)
Number of Pupils per Teacher 19.7
Academy Sponsor Inspire Multi Academy Trust
Local Authority Sunderland
Percentage Free School Meals 44.3%
Percentage English is Not First Language 1.1%
Persisitent Absence 13.2%
Pupils with SEN Support 15.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Burnside Primary School is a smaller than average size primary school. The proportion of disadvantaged pupils is above average. The proportion of pupils identified with special educational needs and supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The number of pupils who start school at times other than the beginning of the year or the beginning of the Reception Year is above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. Since the time of the last inspection, a full restructuring of the senior leadership team has taken place. The school has the Healthy School’s status.

Summary of key findings for parents and pupils

This is a good school. Leadership at all levels has been very successful in improving the quality of teaching, and consequently, pupils’ achievement, since the last inspection. The school continues to improve. The dynamic headteacher, together with highly competent governors and a strong senior team, has helped create a positive and caring ethos at the school. Staff and pupils told inspectors how proud they are of the school. Leaders know the school’s strengths and areas for improvement very well. Information about the progress pupils make is precise, and helps teachers to support individual pupils. This also allows the leaders to support all staff to improve their teaching. The curriculum is excellent. The school offers a wide range of opportunities to pupils. Behaviour in classrooms and around the school is good and makes a significant contribution to pupils’ learning and personal development. Pupils are friendly, polite and well mannered. They are respectful towards adults and to each other. Pupils say they feel safe and enjoy coming to school. Good teaching means that the majority of pupils of all abilities and groups make at least good progress. Teaching in Years 5 and 6 is outstanding over time. Teachers plan lessons to make sure all pupils are given work that gets the best out of them. From starting points that are generally below those found typical for their age, over time pupils achieve well to reach standards that are average, and often above average by the time they leave Year 6. Standards reached in writing and mathematics are particularly strong. Disabled pupils and those with special educational needs make good progress because of the support they receive. Children’s learning gets off to a very good start in the Early Years. They make good progress and are prepared well for their learning in Year 1, especially when they have needed to catch up from lower starting points. It is not yet an outstanding school because : Standards in reading are not as high as in writing and mathematics. In some classes, expectations are not quite high enough, and fussy behaviour slows learning. The quality of marking is not consistently high enough across the school.