Burton Manor Primary School

Highlights from Latest Inspection

Outcome

Burton Manor Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Parents and carers say that their children are very happy at Burton Manor Primary School. They are right. The school is a warm and welcoming place where children feel celebrated and develop a clear love of learning.

The school has high expectations for pupils' behaviour and conduct. These are firmly grounded in the school's motto: 'Reach together for success'. Pupils live out this motto with pride and behave well.

They show a real determination to help each other to succeed in all aspects of school life. Staff deal w...ith rare incidents of poor behaviour very effectively. Pupils appreciate this support and trust teachers to help them stay happy and safe.

There are regular opportunities for parents to find out about their child's day in school. Workshops help parents to support their children with their learning. Pupils speak warmly about the friendships they develop in school.

They have a strong sense of equality and inclusivity. Pupils are sensitive to the needs and differences of others. They have a growing understanding of and respect for other cultures and faiths.

Everyone in the school works closely together to support each other's and the local community's needs. For example, they support the community through the 'HOPE well-being team', and links with the local church and the food bank.

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

The school is steadfast in the way it serves families in the local area.

Parents of pupils with special educational needs and/or disabilities (SEND) say that the school is 'incredibly supportive'. Pupils with SEND achieve well. Parents are well informed about their child's learning and development needs.

Reading is a clear priority across the school. Pupils enjoy reading and approach it with enthusiasm. Recently, the school revised its phonics and wider reading programme.

This is now embedded and is helping most pupils to make more rapid gains in their learning. Staff have embraced these changes and the help that they have had to improve their subject knowledge.

When pupils have not understood something, teachers usually address this well.

They use strategies such as effective feedback and additional resources to support learning. On occasion, however, teachers do not fully address pupils' misconceptions. For example, some pupils continue to spell words or form letters incorrectly.

Working with external consultants, the school has made considerable improvements to the curriculum. Teachers have good subject knowledge. In lessons, they have now built in more opportunities for pupils to rehearse and retrieve their learning.

Pupil 'passports' also provide activities that reinforce key skills such as rapid recall of place value. These support pupils to develop fluency and independence by encouraging them to practise at home and during playtimes. This helps pupils to make good progress.

For example, in physical education, pupils practise and refine their skills through challenges. These support their physical development and encourage healthy lifestyles. Pupils value these activities and enjoy working towards each goal.

Pupils with SEND access these with confidence through interventions and carefully planned support.

There is a strong personal development offer at the school. Pupil leadership roles are well established.

These include school councillors, buddies, science ambassadors and the 'Tree Tribe'. Pupils take pride in these roles and carry out their duties with attention and care. There is a clear focus on developing pupils' resilience.

An extensive enrichment offer is also in place, bringing pupils' learning to life through trips and themed days. All of this enables pupils to be well prepared for life beyond the school.

Children in the early years learn to work and play well together quickly.

There are warm relationships between staff and children. Children engage with each other and activities well. The curriculum is well planned and builds on what children can do.

For example, there are many opportunities to develop fine motor skills, using pincers to move objects and tools to create dot paintings of autumn trees. Adults explain new ideas, words and topics with precision and clarity. However, some children are at the early stages of communication.

These children do not receive sufficient opportunities to respond to questions and discussion. Leaders are taking effective action to address this.School leaders and governors have a clear, shared vision for the school.

They have effective processes in place to make sure that improvement priorities are making a difference. These ensure that everyone is working together in the best interests of children. The school makes sure that staff's workload and well-being are well considered at every stage.

Staff say there is a listening and supportive culture. They are 'more than happy to help and go the extra mile'.

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 ensured that pupils' early writing foundational skills are securely embedded. This means that some pupils move through the school with a lack of fluency in writing. The school should ensure that early writing skills are taught effectively so that pupils build the same fluency in their writing as in their early reading.

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 good 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 second ungraded inspection since we judged the school to be good for overall effectiveness in November 2014.