We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Burton Joyce Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Burton Joyce Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Burton Joyce Primary School
on our interactive map.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Head of School
Mrs Jenny Cook
Address
Padleys Lane, Burton Joyce, Nottingham, NG14 5EB
Phone Number
01159312373
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
307
Local Authority
Nottinghamshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school.
The school has improved from needing special measures to good within a year because of outstanding leadership. The acting senior leaders have motivated staff and given them clear guidance, which has led to a rapid improvement in teaching. They have been given excellent support by the assistant headteachers and subject leaders, who very quickly developed the skills necessary to successfully lead key aspects of whole-school improvement.
This depth of very strong leadership gives the school considerable capacity to carry on improving. Teachers, teaching assistants and leaders have been helped to improve their skills quickly by working with ...colleagues in partner schools in a local teaching alliance. Teaching is now consistently good, with some that is outstanding.
Most lessons are very stimulating and motivate the pupils to learn. Pupils' achievement in reading, writing and mathematics is good. The proportion making progress at the expected rate or better is similar to the national average in many classes and above in some.
The proportion making better than expected progress is above average in some subjects, especially reading. Children's achievement in the Early Years Foundation Stage is outstanding. Pupils enjoy coming to school and their attendance is above average.
Most pupils behave well and work hard. School leaders, the interim executive board and the local authority have kept parents fully informed about the school's progress and consulted them on future plans. Most parents are therefore very supportive of the school.
The interim executive board's work with the leadership team on monitoring progress and planning improvement is a key driving force in the school's rapid recovery. It is not yet an outstanding school because : There is still a very small minority of pupils who are not making as much progress they should. Where teaching is good rather than outstanding, not all pupils are fully engaged in learning during every part of the lesson.
Information about this school
This school is larger than most primary schools nationally. Almost all pupils are White British. The number of pupils supported by the pupil premium is low.
This is additional government funding for pupils known to be eligible for free school meals and those in local authority care. The proportion of pupils who are disabled or who have special educational needs supported through school action is low. The same is true for the proportions supported at school action plus or with a statement of special educational needs.
The school meets the government's floor standards, which set the minimum expectations for pupils' attainment and progress. In the previous inspection, the school was placed in special measures. This followed a period of significant leadership and staffing difficulties.
Shortly before the inspection, an acting executive headteacher and acting head of school were seconded from another school to take responsibility for the education of the pupils. An interim executive board took responsibility for the governance of the school in September 2013. The school is a member of a teaching alliance of local schools who share expertise to improve teaching and leadership.
