Bures Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They enjoy learning and their friends' company.

They play together happily at playtimes. Older pupils support younger ones. Bures is a happy, supportive place to learn.

Pupils feel safe. They are confident that adults care and put them first. They talk to staff when they are anxious or worried.

Leaders have high expectations. Pupils behave and learn well. They are interested in their learning, listen to their teachers and respond to adults when they are reminded of the rules.

Pupils do not feel judged when things go wrong. Teachers help them to put things right. Bullying is rare, but when it does happen adults help t...o sort it out quickly.

Pupils understand that everyone is equal. They learn about a wide range of people, including different family arrangements and religions. They show respect for others' views and values.

They discuss world events and show a mature understanding of complex situations, such as the recent events around the World Cup.

Pupils take advantage of the wide range of clubs and activities that the school provides. They love taking on responsibilities such as supporting their friends as peer mediators or acting as school councillors.

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

Leaders want pupils to achieve well. They have developed well-thought-through curriculum plans from early years to Year 6 in most subjects. These plans lay out what pupils should learn and when.

They provide detailed information about what subject knowledge teachers must teach and the order in which to teach it. This helps pupils build effectively on what they already know. In a few subjects, this is not the case.

Leaders' curriculum thinking in these subjects is less clear. They do not provide enough information about what subject knowledge and vocabulary teachers need to teach and assess. Nor do they identify clearly the order in which teachers should teach this content.

In these subjects, pupils' learning is more patchy.

Where leaders' curriculum thinking is systematic and clear, teachers teach subjects effectively. Teachers help pupils by providing familiar routines and appropriate resources.

They ensure that pupils remember their learning by checking regularly what pupils know and can do. This helps teachers adapt future learning when pupils are less secure in their understanding.

Leaders provide many opportunities for staff to develop their knowledge and skills of the subjects they teach.

Teachers value this investment in them. Teachers teach confidently. Teachers know their pupils well and are proud of what they achieve.

The early reading curriculum is planned rigorously. Teachers know precisely what to teach and review each day. They ensure that pupils practise their reading regularly.

Staff provide support and resources to help pupils get back on track if they fall behind. The books that pupils read independently match the sounds they know. This helps pupils to become confident and keen readers.

Older pupils like reading. They talk about their favourite books and authors. They enjoy the books that teachers read to them.

Pupils are inspired to write by the stories they hear. They use what they learn in their own writing.

Children in the early years are prepared for Year 1.

They learn well. Leaders prioritise reading and understanding of early number skills. Leaders ensure that children practise their new learning throughout the day so that they remember what they have learned.

Pupils with special educational needs and/or disabilities (SEND) receive effective support. Leaders have systems for identifying pupils' needs quickly. They have a range of expertise in school to support pupils to achieve their individual targets.

As a result, pupils with SEND develop their confidence and independence, and achieve well.

Pupils have positive learning behaviours. Lessons are rarely interrupted by poor behaviour.

Relationships in the school are positive and warm.

Governors are dedicated leaders of the school. School leaders appreciate their support and expertise.

Governors think carefully about the priorities for the school and pupils. They work supportively with school staff, the local authority and the diocese to ensure their aims are put in place. They ensure priorities for improvement are at the forefront of everyone's work and thoughts.

Leaders consider teachers' workload when planning school improvement. Teachers appreciate the support they receive to ensure their workload is manageable.

Leaders have developed comprehensive plans to ensure that pupils' personal development is a priority.

Pupils enjoy taking responsibility for a range of school improvement priorities. They say this helps them understand the work that goes into leading a school. They understand the importance of having a healthy mind.

This supports their wider social and moral development.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained.

They update their training throughout the year. They know the risks that pupils face. Leaders respond promptly to concerns from staff and support pupils and families well.

They work effectively with other agencies to protect pupils if they need to.

Leaders undertake pre-employment checks to ensure that all staff are suitable to work with pupils.The curriculum supports pupils to stay safe.

Pupils learn about healthy relationships and what a healthy diet and lifestyle look like. They also learn how to stay safe when working online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not identified clearly the most important knowledge that pupils need to remember for future learning.

Teachers are unclear as to what knowledge they should prioritise and the order in which this should be taught. As a result, pupils do not always recall their learning or use it in future learning, which slows their progress in these subjects. Leaders must ensure that, in all subjects, curriculum plans lay out clearly the important knowledge that pupils must learn and the order in which it should be taught, so that pupils build effectively on what they have previously learned.

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