|Name||Burton-on-the-Wolds Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||14 November 2018|
|Address||Barrow Road, Burton-on-the-Wolds, Loughborough, Leicestershire, LE12 5TB|
|Religious Character||Does Not Apply|
|Number of Pupils||180 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||3.3%|
|Percentage English is Not First Language||2.8%|
Information about this school
The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils is below the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are below those seen nationally. The proportion of pupils with SEND is above the national average. The school works closely with the Foxes School Improvement Partnership to support school improvement within Burton-on-the-Wolds and across the other schools in the partnership. The school works with the Loughborough Learning Alliance to support colleagues working in other schools and share outstanding practice. A breakfast club is offered to all pupils at the school and is managed by the governing body. The school has achieved national Healthy School status and the International School award. They are currently working towards achieving the Eco-Schools Gold award.
Summary of key findings for parents and pupils
This is an outstanding school School leaders, including governors, lead the school exceptionally well. Leaders’ ambition for all pupils to aspire to achieve their very best is shared by the dedicated staff, who ensure that pupils excel. Pupils’ excellent behaviour and attitudes towards their work allow them to flourish. They are respectful, caring and work together very well. Children in the early years make an excellent start to their education. They thrive and are enthusiastic learners. High-quality teaching and learning enable children to develop their skills and understanding, and to achieve well. Governors provide first-rate support and challenge to school leaders. They are ambitious, dedicated and determined to provide a high-quality education for pupils. Staff feel well supported by leaders to develop their skills and expertise. They join forces to seek ways to innovate and constantly improve learning experiences for pupils. Relationships between adults and pupils are very positive. Adults encourage pupils to be confident, independent and enthusiastic learners. Leaders use additional funding extremely effectively to support the needs of disadvantaged pupils. They make strong progress in a nurturing environment. The school’s curriculum is well designed to inspire pupils to learn and to broaden their knowledge and skills. It makes a significant contribution to pupils’ achievement and their spiritual, moral, social, cultural and personal development. Subject leaders lead their areas of responsibility exceptionally well. They use their considerable expertise to support and challenge teachers to ensure that teaching is of high quality. Teaching is extremely well matched to pupils’ abilities. Pupils make very strong progress from their starting points in a range of subjects including reading, writing and mathematics. Provision for pupils with special educational needs and/or disabilities (SEND) is specifically planned for each pupil and highly effective. Pupils are not taught handwriting skills as effectively as they could be. For some pupils, this detracts from the quality of the presentation of their work.