Burton Leonard Church of England Primary School

Highlights from Latest Inspection

Outcome

Burton Leonard Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Burton Leonard Church of England Primary School is a happy school where pupils are well cared for. The vast majority of parents and carers are overwhelmingly positive about the school. Comments such as 'the school has a nurturing environment where children are cherished' are common.

Pupils feel safe. Staff have high expectations of pupils' behaviour. Pupils behave well and have positive attitudes to learning.

There are warm relationships between staff and pupils.

Pupils learn to treat eve...ryone with respect. They show respectful and tolerant attitudes.

They enjoy the wide range of leadership and enrichment opportunities that the school offers. For instance, 'making a difference days' enable pupils to learn about becoming responsible citizens. Leadership opportunities, such as 'well-being warriors' and 'digital leaders', build pupils' resilience and confidence.

The school's 'curriculum ribbons', such as enterprise, heritage and spirituality, are evident in the day-to-day life of the school.

The school has high expectations of pupils' academic achievement. However, sometimes these expectations are not always realised.

For instance, there are some inconsistencies in teachers' expectations of the quality and quantity of pupils' work.

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

Reading is prioritised and pupils enjoy reading. All staff are trained in the school's phonics programme.

The books that pupils read are typically well matched to the sounds that they know. Staff support pupils in the early stages of reading well. Pupils who find reading difficult are given additional support.

Pupils read a wide range of books across the curriculum, helping them to become more fluent and confident readers. Pupils achieve well in reading by the end of key stage 2.

This year, the school has placed a strong emphasis on ensuring that pupils are more fluent in the basics of writing.

The teaching of handwriting and correct letter and number formation is evident throughout the school. Teachers increasingly ensure that pupils can write simple sentences before they move on to more complex writing activities.

The school has prioritised improving pupils' achievement in mathematics.

For instance, there are more opportunities for pupils to practise mathematical facts until they are fluent. There are lots of opportunities in the early years for children to develop their number skills. Sometimes in mathematics lessons, teachers do not check well enough for gaps and misconceptions in pupils' understanding.

Teachers sometimes move on to new mathematical content too quickly.

In some lessons, staff effectively support pupils with special educational needs and/or disabilities (SEND). For instance, in the early years, staff are clear about the needs of children with SEND.

They provide effective support for children, enabling them to achieve well. However, on occasion, staff do too much for pupils. This is not helping pupils to become more independent.

Teachers have good subject knowledge. The most important knowledge that pupils need to learn is identified in most subjects, with the exception of physical education. The curriculums in some of the foundation subjects are less well developed than others.

As a result, pupils find it difficult to remember what they have been taught over time in some of the foundation subjects. The school is addressing this. For instance, there are increasing opportunities in lessons for pupils to revisit what they have previously learned.

Staff have high expectations of pupils' behaviour. Routines are well established from the early years onwards. Pupils behave well and low-level disruption is not tolerated.

Pupils are respectful and polite. They enjoy coming to school and attend well. Pupils understand the importance of good attendance.

Attendance is everyone's responsibility at the school.

The school's provision for pupils' wider development is strong. Pupils understand the importance of fundamental British values, such as respect and tolerance.

Older pupils understand the protected characteristics. Pupils talk about 'making a difference'. Many activities are linked to local and global issues.

Pupils enjoy taking part in the school's wide range of enrichment activities, such as the school choir, knitting club and sports clubs.

After some instability and a decline in standards, leadership capacity has been strengthened and there is a shared purpose and vision. Staff feel well supported.

They are proud to work at the school. Governors know their roles and responsibilities well. They seek external views on the school's work and hold leaders effectively to account.

Leaders know which aspects of school life require further development. They are taking swift action to ensure that the quality of education continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not use assessment well enough to check pupils' knowledge and understanding. As a result, pupils find it difficult to remember what they have been taught, especially in some of the foundation subjects. The school needs to ensure that staff use assessment effectively in order to swiftly address misconceptions and gaps in pupils' knowledge.

• At times, staff are unsure about how best to support pupils with SEND in lessons. This can limit pupils and they become over reliant on help from staff. The school should ensure that the quality of additional support is effective in enabling pupils to gain the knowledge and skills needed for their next steps.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in June 2019.