Burton Morewood CofE Primary School

About Burton Morewood CofE Primary School Browse Features

Burton Morewood CofE Primary School

Name Burton Morewood CofE Primary School
Website http://www.burtonmorewood.cumbria.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 20 March 2019
Address Main Street, Burton-in-Kendal, Carnforth, Lancashire, LA6 1ND
Phone Number 01524781627
Type Academy
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 172 (58% boys 42% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor Burton Morewood Church Of England Primary School
Local Authority Cumbria
Percentage Free School Meals 7%
Percentage English is Not First Language 1.2%
Persisitent Absence 5.5%
Pupils with SEN Support 19.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Burton Morewood is much smaller than the average-sized primary school. Almost all pupils are White British. Very few pupils speak English as an additional language. The proportion of pupils with SEND is above the national average. The proportion of pupils with an education, health and care (EHC) plan is above the national average. The proportion of pupils known to be eligible for support through pupil premium funding is considerably lower than the national average. Children attend the Reception class full-time. Most children attend the Nursery class part-time. The school recently opened a new Nursery class that provides places for up to 28 children on a part-time basis. The school provides an Anglican education for pupils between two and 11 years of age. This aspect of the school’s provision was judged ‘outstanding’ at the school’s most recent section 48 inspection, which took place in February 2015.

Summary of key findings for parents and pupils

This is a school that requires improvement The standard of education has declined since the previous inspection. Although pupils in some year groups are making strong progress in English and mathematics, variability in the quality of teaching limits pupils’ overall progress. Aspects of the school’s wider curriculum are disjointed. As a result, pupils do not make enough progress in science, history or geography. Subject leadership requires improvement. Senior leaders do not provide enough guidance for subject leaders on how to carry out their roles effectively. Some teachers do not provide enough opportunities for pupils to write at length and develop their writing skills and stamina. Senior leaders understand where the school’s strengths and weaknesses lie. However, they have not taken effective action to address the variability that exists in the quality of teaching. The quality of teaching is inconsistent. At times, expectations for pupils’ learning are too low and teachers’ subject knowledge is not strong enough. The governing body does not have a good enough understanding of pupils’ progress and attainment across subjects. As a result, it has not been able to provide challenge to school leaders in order to help ensure that pupils achieve well. At times, particularly in mathematics, some teachers do not use what they know about pupils’ capabilities to plan learning that closely meets their needs. The school has the following strengths Children get off to a good start in early years. A highly stimulating learning environment, coupled with effective teaching, helps children to make good progress from their starting points. Pupils’ behaviour is good. Pupils are highly respectful towards each other and the adults who teach them. Pupils enjoy school and rarely miss a day. Leaders have secured improvements in reading. Phonics is taught well, and many older pupils read widely and often. The school provides many opportunities for pupils to participate in a wide range of sporting, musical and creative activities. Leaders ensure that pupils’ personal development and welfare is given a high priority. Pupils feel safe and are well cared for.