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There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.
What is it like to attend this school?
Pupils enjoy attending this community school. The prospect of what they will learn excites them. Pupils have positive relationships with staff and teachers.
They know they can use a worry box or speak to staff directly about any worries. Pupils feel safe and happy here.
The school's aim is to prepare pupils for... life beyond Burton.
Pupils also learn about their own rural community and why they should be proud to represent it. Key stage 1 pupils were enthused and excited to talk to a visiting local farmer as they learned about the lambing season. Older pupils were equally enthused as they gained an understanding of engineering and algorithms in a planned robotics workshop.
Each pupil has the opportunity to be a 'Burton ambassador'. This encourages them to take responsibility and be a role model. This also helps all pupils develop a strength of character.
Staff have high expectations of pupils. Teachers deal with any off-task behaviour swiftly. Simple, yet well understood school rules are evident.
Pupils have positive attitudes to learning.
Parents and carers are highly supportive of the school. Many parents commented about how the school has a strong affiliation with the community and the value this brings to the pupils who attend.
What does the school do well and what does it need to do better?
Pupils at the school study a broad and balanced curriculum. Subject leaders have identified the subject-specific knowledge and skills that they want each pupil to acquire. For example, in art there is a focus on learning about great artists as well as all pupils becoming better at art.
The curriculum in each subject is designed so that pupils revisit important concepts. This helps most pupils build on what they know. There are some subjects that have undergone recent necessary changes because they were not as well designed as others.
Some pupils still have gaps in their understanding left by the legacy curriculum. These gaps are not evident in the core subjects. Pupils perform well in national tests.
Teachers have strong subject knowledge. They present information well. They model and introduce information in small steps so that pupils' working memory does not become overloaded.
For example, in maths, before pupils learn about calculating the circumference of circles, teachers check that they have gained all the important vocabulary and mathematical facts they need to undertake the challenge. This engineers success.
Teachers use formative assessment well in most subjects.
This helps them check that pupils are learning the important facts. It also helps them adapt lessons or teaching when they spot some misconceptions. This is not yet consistently the case across all subjects.
Some pupils do not recall important knowledge in a few foundation subjects.
Pupils with special educational needs and/or disabilities (SEND) get the support they need to access the full curriculum. Teachers make appropriate adaptations to teaching so that pupils with SEND can access learning.
The school monitors the progress of pupils with SEND closely to ensure that they achieve.
Teachers are early reading experts. Children in the early years start to learn to read as soon as they join the school.
They continue to learn about all the sounds that each letter and combination of letters can make. Pupils master letter and sound correspondence and become confident readers. All pupils read widely and often.
Older pupils share confidently what they have learned from books they have read. This has also encouraged them to read different types of books for pleasure. All pupils develop a love for reading at this school.
Pupils behave very well. The school is calm and orderly. Routines and rules are well established.
For example, at the end of break all pupils know the first sound of the whistle is for them to stop and look. The second is to get lined up for lessons. Transition is swift.
Learning time is not wasted.
Pupils receive weekly personal, social, health and economic (PSHE) education. This helps them understand how to stay safe and healthy.
The books that pupils read expose them to moral and social issues such as immigration and racism. Although pupils understand that modern Britain has a diverse society, their understanding of different faiths is not as strong as it could be. Pupils talk with enthusiasm about the trip to the Think Tank and Sea Life Centre.
This has made the curriculum in science and geography more memorable.
Governors play an active role in the school. Leaders know that there are some aspects of the curriculum that need further improvement.
They consider staff's workload and well-being as they implement necessary changes to improve these aspects of the curriculum.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There are some subjects that have undergone recent necessary changes because they were not as well designed as others.
Some pupils still have gaps in their understanding left by the legacy curriculum. The school must ensure that any gaps in knowledge are addressed as parts of the re-designed curriculum embed. ? Formative assessment practice in a few foundation subjects is not as effectively used as it is in many other subjects.
On occasions, some pupils are unable to recall important knowledge as a result. The school must ensure that formative assessment is used consistently well in these few foundation subjects. ? Pupils do not always have an age-appropriate understanding of different faiths.
Some pupils are not able to discuss commonalities and differences with confidence. Leaders should ensure that pupils gain a much firmer understanding of the different faiths they are likely to encounter in modern Britain.
Background
When we have judged outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.
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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 November 2018.
