|Name||Burton Road Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 October 2013|
|Address||Old Mill, Barnsley, South Yorkshire, S71 2AA|
|Religious Character||Does not apply|
|Number of Pupils||367 (53% boys 47% girls)|
|Number of Pupils per Teacher||25.1|
|Percentage Free School Meals||13.6%|
|Percentage English is Not First Language||2.5%|
|Pupils with SEN Support||12%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger than the average-sized primary school. The proportion of girls is just below the national average. The proportion of pupils known to be eligible for the pupil premium (additional government funding provided for children in local authority care, those from armed services families and those known to be eligible for free school meals) is well below average. The vast majority of pupils are of White British heritage. The proportion of pupils supported at school action is below average while the proportion of pupils supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. The majority of teaching across the school is good. As a result, from below expected starting points pupils achieve well to reach standards that are above average at the end of Year 6. The Nursery and Reception classes provide a stimulating environment and firm foundation for all children at this important phase of their education. Pupils’ books are regularly marked by teachers who provide useful feedback about how to improve their work. Pupils are given time in lessons to reflect on their learning. A strong focus is placed on pupils’ personal development and their health. The majority of pupils participate in competitive sports. Pupils behave well in lessons, on corridors and in the playground. They speak with enthusiasm about both their learning and the range of activities the school provides. Pupils say they are well cared for and value the support they get from all staff. Leaders and managers, including governors, have accurately focused plans which help to ensure that the quality of teaching and pupils’ achievement are continuing to improve. The curriculum provides a wide range of opportunities for pupils to apply their knowledge in a variety of contexts and effectively promotes their spiritual, moral, social and cultural development. Most parents have positive views about the school and agree it is a safe place in which to learn. It is not yet an outstanding school because : Not enough teaching is outstanding. Not all teachers use data about individual pupils’ progress to plan activities that challenge them to achieve more. In lessons, pupils sometimes have to wait too long for a teacher to check their work before they can move on, which slows their progress. Some teaching assistants need additional training to be fully effective in helping pupils. Some pupils with special educational needs make slower progress in Years 1 and 2 than they do in other years. Middle leaders are not yet fully involved in improving the quality of teaching and learning across the school.