Burnt Tree Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Burnt Tree Primary School is a vibrant and nurturing school. The motto of 'where everyone matters' underpins everything the school does. Many parents and carers would recommend the school to others.

Parents value the support the school provides to their children. They described the school as a welcoming place where staff genuinely care about the pupils. Leaders have created a culture of high expectations for pupils' achievement.

Pupils meet these expectations. Published outcomes are high.

Pupils learn how to keep themselves safe in the school, online and in their community.

They talk about trusted adults they can go to if they have any worries. The s...chool's high expectations of behaviour are met by pupils who support each other with respect, kindness and inclusivity. Pupils say that they are safe.

They play well with each other and have positive and warm relationships with staff.

Pupils benefit from various roles and responsibilities. These include acting as school councillors, science ambassadors and well-being leaders.

Pupils appreciate their involvement in projects in the local community, such as raising money for charities and donating to a food bank. These endeavours contribute to pupils' increasing understanding of what it means to be a positive and active citizen.

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

The school's curriculum is crafted carefully to ensure pupils gain the knowledge and skills they need in each subject.

The school has identified what needs to be taught in a logical order, and this starts from the early years. Pupils have regular opportunities to build a broader appreciation of different topics they are learning by visiting museums, carrying out field trips and engaging in subject-specific workshops. Staff are happy and feel supported by leaders to deliver the intended curriculum.

Children in early years quickly develop positive relationships with staff. The early years environment allows children to develop their curiosity. They settle quickly into well-established routines.

Staff help children develop their spoken language. For example, in the Reception class, children develop their vocabulary through the use of rhyme and the repetition of key words such as pattern.

The school prioritises the effective teaching of early reading.

The school's approach to phonics is relentlessly consistent. This promotes pupils' confidence, knowledge and skills to read well. If pupils fall behind, they receive the help and support they need to help them catch up quickly.

Pupils access a wide range of rich texts and enjoy visits from poets and authors, all of which strengthen their love and appreciation of reading.

Teachers have good subject knowledge. They bring pupils' learning to life, for example through the use of manipulatives and real-life examples.

In most subjects, teachers use assessment well to check what pupils know and remember. In some instances, assessment is less effective. This means some pupils develop gaps in their knowledge.

It also means, at times, some pupils do not move on to more complex work when they are ready to.

The school has clear systems in place to identify pupils with special educational needs and/or disabilities (SEND). External services provide expert advice, and teachers adapt lessons so pupils with SEND can access the curriculum.

This helps pupils with SEND to progress successfully through the curriculum from their different starting points.

Pupils are supported to be the best version of themselves. Classrooms are calm and purposeful places to learn.

Pupils listen attentively and are keen to answer questions. They know the rules and routines that are in place and follow them. Pupils appreciate the wide range of rewards that recognise their good behaviour and achievements.

Attendance remains a priority. The school puts in place strategies and support for pupils and families so that attendance improves. However, these are not having the desired impact.

The attendance rates for some pupils remain low. This means these pupils miss out on essential learning over time or have gaps in their learning.

The provision for pupils' personal development is well considered and developed.

Pupils learn about democratic processes through voting for members of the junior leadership team or house captains. Pupils show their understanding of mental and physical health, including healthy relationships. There are a broad range of clubs available at the school that develop pupils' talents and interests.

These include chess, sports and music clubs. Pupils access residential visits that develop their team-building, problem-solving and social skills. There are enrichment opportunities which raise pupils' aspirations.

For example, pupils take part in science, technology, engineering and mathematics (STEM) workshops and hear from professional athletes. The extensive range of wider opportunities helps pupils prepare for life beyond education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, some staff do not use assessment to inform their teaching or to provide timely support for pupils to progress through the planned curriculum. Consequently, not all pupils learn as well as they could. The school should ensure that, in these subjects, there are suitable approaches to assessment that help pupils to know and remember more.

• Attendance for some pupils is too low, including those who are disadvantaged. This means some pupils miss out on essential learning over time or have gaps in their learning. The school should draw on the most up-to-date guidance and continue to work with families and other stakeholders to remove barriers to regular attendance.

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