Bury CofE Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The promotion of pupils' spiritual, moral, social and cultural development is at the heart of the school's work, and encourages all pupils to become caring and thoughtful young citizens.

Pupils' behaviour is good and they know how to keep themselves and others safe. Pupils of all ages get on well together and have a clear sense of being part of the school family. Pupils make good progress in English and mathematics.

Most achieve well from their different starting points, especially in reading. The school has responded well to a dip in 2012, and current standards in Year 6 are once again above national averages in English and mathematics.... Teaching is typically good.

Staff have strong working relationships with the pupils and give them lots of encouragement. Senior leaders and governors have a good awareness of the school's strengths and are tackling its areas for improvement. As a result, the quality of teaching and learning is improving.

It is not yet an outstanding school because : Not enough teaching is outstanding and a small amount requires improvement. The work planned in lessons is not always well matched to pupils' different ability levels. At times staff spend too long explaining things to pupils.

This limits the time available for them to discuss their ideas or produce work in depth and detail, including in writing. Although senior staff and subject leaders regularly check the quality of planning, teaching, marking and pupils' work, they do not always do this rigorously enough to ensure that pupils make consistently good progress.

Information about this school

This school is slightly smaller than the average-sized primary school.

The very large majority of pupils are from White British backgrounds. No pupils speak English as an additional language. The proportion of pupils supported by the pupil premium is well below the national average.

In this school this additional funding applies to a small number pupils who are known to be eligible for free school meals or from families in the armed services. The proportion of disabled pupils and those who have special educational needs identified at school action is well below average, as is the proportion supported at school action plus or through a statement of special educational needs. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in English and mathematics.