Burton Fields School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending this warm, welcoming and friendly school. They show an excellent level of respect for every member of their school community.

Pupils know how to be good friends to each other.

The 'five Rs' of responsibility, resourcefulness, readiness, reflection and resilience are the golden thread running through all aspects of school life. Respect is evident in the way pupils talk to each other, to adults, and in the excellent behaviour that is always on show.

The school has high ambitions for all pupils, including those with special educational needs and disabilities (SEND). The ambitions the school has are realised. Pupils love to learn and engage ...fully with their learning and each other.

Inclusion is at the heart of all the school does. Pupils told inspectors that: 'Our school is really diverse, and we love that!'

Pupils feel safe in school because they know there is always someone they can talk to when things become difficult, either socially or emotionally. The way staff care for pupils is impressive.

The many activities available at lunchtime ensure that there is something for everyone to enjoy.

Pupils summarise Burton Fields well: 'It's just a really nice place to be!'

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

The school and trust leaders have developed a highly effective and ambitious curriculum in almost all areas. However, the school has not ensured that there is an effective approach to the teaching of phonics.

This means that a small number of pupils do not develop a secure phonic knowledge and struggle to become fluent readers. Checks to identify gaps in phonic knowledge are not started quickly enough. This means that the support some pupils receive is not enabling them to become confident readers quickly enough.

It also means that pupils are not given the right reading books to help them practise and embed the sounds they do not know. For the vast majority of pupils, the reading curriculum ensures that pupils build up skills confidently and they read very well. They have access to a wide range of books written by a variety of authors.

This helps them to develop a love a reading and books.

Where the curriculum is successful, the school makes sure that learning builds on what pupils already know and what they need to know. Subject leaders have carefully set out what they want pupils to learn and when they want them to learn it.

A range of carefully designed learning activities ensure that pupils are able to remember what they have learned. A wide variety of trips and inspirational visitors help to deepen pupils' understanding and enjoyment of different curriculum subjects. Pupils show excellent attitudes to learning.

They want to learn and are keen to learn. The way they engage with learning in lessons, and with each other, is impressive. They behave equally as well during playtimes and lunchtimes.

The school is a calm, safe and orderly place because of how well pupils follow the rules and show respect to each other and staff. Pupils are well prepared for the next stage of their education.

The school supports pupils with SEND well.

Staff identify their needs quickly and ensure that any barriers they might have are overcome. Staff make regular checks to ensure that pupils' support plans are well implemented. Staff subtly adapt the curriculum in different ways to meet the needs of individual pupils.

Pupils who can become overwhelmed are taught to manage their emotions independently. This enables them to re-engage with their learning quickly. Pupils with SEND achieve well.

There is an exceptional personal development offer for all pupils. Pupils learn not to discriminate against others, such as by race, faith or gender. They have a very deep understanding of tolerance and respect.

They learn about different religions and celebrations. Pupils proudly take the lead in teaching their peers about their personal beliefs and faiths. Staff encourage pupils to think about others.

Pupils show a mature understanding of worldwide events and feel a sense of responsibility to support victims of earthquakes and floods, as best they can, through charity work. Their charity work is impressive.

School leaders, the trust and governors of the school are highly effective.

They know the strengths of the school well, but are also aware of where further improvements are needed. Parents speak extremely positively about the support, education and care their children receive. Staff workload and well-being are carefully considered.

Staff feel extremely well supported. They speak equally as positively about all those with responsibility for leading and managing the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not developed a coherent approach to the teaching of phonics. This means that the small number of pupils who are still at the early stage of learning to read are not getting the right support to become fluent readers. The school should ensure that appropriate phonics teaching is in place for pupils who do not have secure phonics knowledge to enable them to become fluent readers, and ensure that all staff are suitably trained to deliver phonics well.

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