Burbage Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning and coming to this school. Overwhelmingly, parents and carers are highly supportive of the school's friendly and caring ethos. One parent, typical of many, said, 'Staff know the pupils as individuals and make learning exciting.'



The school has high expectations of its pupils. The curriculum has recently been redesigned so that pupils learn and remember more. In art and design, for example, pupils remember studying sculptures by Barbara Hepworth and visiting the Yorkshire Sculpture Park.

Pupils showcase their learning to parents each term. Parents value these events and remark on pupils' enthusiasm for learning.

Pupils are happ...y in school and feel safe.

Their behaviour is excellent. They cooperate very well with each other. They focus on their learning and can be trusted to work independently.

Pupils, parents and staff strongly agree that pupils' behaviour is outstanding.

There is a range of school clubs that pupils can join. Pupils are encouraged to run their own clubs, including a chess club and a pom-pom club.

Pupils relish the opportunity to hold positions of responsibility, including as reading ambassadors, anti-bullying ambassadors and members of the school council.

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

The curriculum is ambitious in most subjects. Curriculum plans set out the knowledge that pupils should learn.

Regular checks take place to ensure that pupils remember what they have been taught. In computing, pupils enjoy creating algorithms when programming. They are keen to extend their learning in the coding club.

In history, pupils have frequent opportunities to learn more about their surroundings from local historians. Pupils explained, 'Historians are detectives from the past.' Pupils enjoy history and can use technical vocabulary to talk about what they have learned.

Pupils enjoy reading and like to read on the library bus. Reading ambassadors promote reading by sharing books that they enjoy. Pupils' reading books match the sounds that they know.

Some pupils struggle to blend the sounds to read words. Staff do not consistently use the most appropriate strategies to help pupils blend their sounds. Occasionally, the work provided to help some pupils who are struggling to learn to read is too hard.

The school is keen that pupils make more progress in their writing. Recent changes to the curriculum have provided pupils with more opportunities to compose writing. Pupils' writing is improving as a result of this work.

In mathematics, pupils have regular opportunities to reason and to problem-solve. Pupils remember their times tables well.

Children settle very quickly into routines in the early years.

They are enthusiastic and stay focused when they are learning. They receive support in their learning from adults who work with them.

Pupils with special educational needs and/or disabilities (SEND) are well cared for.

Staff know these pupils well. The targets set for pupils with SEND are appropriate and mostly followed. However, there are some occasions when the work is not matched well enough to meet these pupils' needs in all subjects.

This slows the progress they make in their learning.

Pupils' behaviour is excellent. Pupils understand and show care for each other's feelings.

Anti-bullying ambassadors meet with staff regularly to discuss anti-bullying initiatives. They present their messages in assembly. At lunchtimes, pupils socialise well together as they enjoy their school lunches.

In classrooms, pupils are totally engaged in their learning. They can be relied on to work independently or in groups and continue to remain on task.

The school provides effective support for any pupils who struggle to attend school regularly.

These pupils' attendance improves as a result. Overall, pupils attend well.

Pupils' personal development is of a high priority.

They are taught how to stay safe online and know to inform a trusted adult if anything worries them. Leaders and members of the elected school council planned a special week last year with a focus on mental and physical well-being.

People from different faiths and cultures are invited to visit the school.

This has increased pupils' understanding of diversity in modern Britain. However, this work is in its early stages, and pupils do not yet have sufficient knowledge about different faiths. This leads to some pupils having misconceptions.

Leaders are increasing the range of diverse texts that pupils will study as part of the curriculum to broaden their knowledge.

Staff's views are regularly sought to ensure that their workload is manageable. Staff appreciate the way that their voices are listened to and acted on.

Those responsible for governance provide effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are inconsistencies in how the curriculum is implemented in some subjects, including for some pupils with SEND.

The activities set by teachers do not consistently take into account the prior knowledge of some pupils. As a result, some pupils do not deepen their knowledge and understanding well enough. The school should ensure that staff know how best to teach across all subjects, so that pupils can build their knowledge sequentially.

• Pupils do not yet have a deep knowledge of different faiths. This can lead to misconceptions. The school should ensure that the curriculum equips pupils with the knowledge and understanding of a range of religions so that they are fully prepared for life in modern Britain.