Burwash CofE School

Age group 4–11 Inspection date(s) 19–20 October 2011 Inspection number 378866 Burwash Church of England Primary School Inspection report

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Unique Reference Number 114492 Local Authority East Sussex Inspection number 378866 Inspection dates 19–20 October 2011 Reporting inspector Margaret Coussins

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 149 Appropriate authority The governing body Chair Jan McKeever Headteacher Debbie Gilbert Date of previous school inspection 23 January 2007 School address School Hill Burwash East Sussex TN19 7DZ Telephone number 01435 882440 Fax number 01435 883020 Email address head@burwash.e-sussex.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Information about the school

This inspection was carried out by two additional inspectors. They observed 10 lessons and eight teachers. Meetings were held with the headteacher, the assistant headteacher, other staff with leadership responsibilities, pupils and the Chair of the Governing Body. Inspectors observed the school’s work and looked at a range of documentation including the school’s self-evaluation, the school improvement plan, pupils’ progress records and the safeguarding policies and procedures. Questionnaires from 66 parents and carers were received and analysed along with those from staff and pupils.

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Information about the school

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Information about the school

 How effectively assessment procedures and the curriculum support pupils’ progress.  The impact of the work of subject leaders on school improvement.

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Information about the school

Burwash is smaller than the average-sized primary school. Most pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is below average. The proportion with special educational needs and/or disabilities is above average. Provision is made for the Early Years Foundation Stage in a Reception class. The school has gained a number of national accreditations including the Activemark, Geography Mark Gold, Eco School awards and Healthy Schools status. In April 2011, the headteacher began a year’s secondment to a local primary school for two days a week during which time Burwash is led by the assistant headteacher.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Burwash is an outstanding school. Its pupils are great ambassadors for their school of which they, staff, governors, parents and carers are justifiably very proud. There is a great sense of belonging and unity within the school and the local community and pupils clearly live up to their self-chosen motto of ‘Caring Children Loving Learning’. At the heart of the school’s success is the very strong teamwork and commitment by all staff to meeting the academic and personal needs and aspirations of every single pupil. Pupils are well-rounded individuals who really enjoy learning and are happy, confident and excited by all their experiences at school. This is reflected in their above average attendance. Outstanding teaching and a rich, vibrant and innovative curriculum inspire and motivate pupils to become independent and resourceful learners. By the time pupils leave the school, attainment is high and pupils, including those with special educational needs and/or disabilities, achieve

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Main findings

The school works exceptionally well with its parents and carers. Outstanding partnerships with other schools and organisations are well established, enrich the curriculum and contribute significantly to pupils’ well-being and learning opportunities. The inclusive and Christian ethos of the school, and the well- established links with the neighbouring church, make a very positive contribution to pupils’ outstanding spiritual, moral and social development and they have a well- defined understanding of Christian values. Cultural development is good. Pupils learn about other faiths and cultures through the curriculum, however, they have limited direct experience of them. The school has links with a school in Malawi and has worked with schools in a different context in this country. However, leaders have correctly identified that its work on the national and global aspects of community cohesion is less well developed than the strengths of its work in the school and local

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Main findings

The headteacher, senior leaders, subject leaders and governors work closely together, and extremely effectively, to accurately evaluate the strengths and areas for development in the school and drive forward improvement. There is no complacency. The relentless drive and commitment of the highly effective, outstanding, leadership of the headteacher ensures that all pupils have the very best learning experiences. Since the previous inspection, the school’s overall effectiveness has improved from good to outstanding. Boys’ writing skills have improved and are in line with the high standards in writing achieved by girls, which was the area to improve at the last inspection. High expectations, challenging targets and a

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

commitment to teachers’ continuing professional development have raised the quality of teaching to outstanding. These consistent improvements demonstrate that there is an outstanding capacity for sustained improvement.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Many parental views were summed up by one in the comment, ‘I am confident and secure that my children attend an academically successful, caring, nurturing, happy school where a love of learning will stay with them into adulthood.’

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What does the school need to do to improve further?

 Enhance pupils’ cultural development and help them understand more fully the diversity of British society by:  providing more opportunities for pupils to experience direct contact with those from other communities and faiths  extending the school’s work on the global and national aspects of community cohesion.

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Outcomes for individuals and groups of pupils 1

Pupils appreciate the benefits and advantages of a small school community. One said, ‘One of the best things about the school is that we all know each other, we’re all friends and it feels like you’re at home.’ Pupils feel extremely safe and secure and say they can always talk to an adult if there is anything they are worried about. Behaviour is good and pupils have a good understanding of the need for regular exercise and a healthy balanced diet to keep fit and well, which is recognised by the Healthy Schools accreditation and the Activemark award. A very small number of pupils find it difficult to moderate their own behaviour appropriately and pupils could do more to promote healthy eating choices, which is why these aspects are good rather than outstanding. Pupils make an excellent contribution to the school and local community. They enjoy their responsibilities and leadership roles around the school

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Outcomes for individuals and groups of pupils 1

and take them seriously. They know they have a strong voice in the school and that their ideas and suggestions are highly valued. They take responsibility for their learning through their involvement in planning topics and setting themselves challenges in their work.

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Outcomes for individuals and groups of pupils 1

Children start school with attainment that is generally at the expected levels for their age. By the time they leave, attainment is high. Pupils really enjoy learning and this, along with their very positive attitudes, good behaviour and good interaction with each other, makes an important contribution to their outstanding progress and achievement. For example, pupils in Years 5 and 6 worked extremely well in pairs to learn how to use four figure and six figure grid references in preparation for creating their own maps. Learning was memorable and relevant because it was prompted by a visit to Ashdown Forest the previous week. From photographs taken on the trip they were able to identify a range of different geographical features to use in the creation of their own maps and made excellent progress in their geographical skills.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

This high level of excellence in geography is reflected in the Geography Mark Gold award. Written work of an exceptionally high standard was evident in a lesson where pupils were writing autobiographies and as they shared their writing with the class, demonstrated excellent reading skills, reading aloud with great fluency and expression. Pupils in Years 3 and 4 enjoyed the opportunity to investigate and collect their own data on tally grids to draw bar charts, and their good behaviour and mature attitudes helped them to focus extremely well on the task, make very good progress and develop their excellent mathematical understanding. Resources and tasks are adapted and modified very effectively to ensure that, along with skilled and sensitive support from teaching assistants, pupils with special educational needs and/or disabilities also achieve extremely well from their various starting points. Pupils’ excellent basic skills and personal skills prepare them exceptionally well for

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

The headteacher and staff have been resolute in their work to provide an excellent, themed and creative curriculum which best meets the needs of all the pupils. A parent of a child in Year 5 wrote, ‘Our child still comes home wide eyed with excitement about something she learned at school or the topic for the term.’ Learning is enhanced by many enrichment opportunities which broaden pupils’ interests and experiences very effectively, including an excellent range of clubs, visitors to school and trips.

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Teaching is skilful, motivating and enthusiastic. All staff have excellent relationships with pupils. As a result, pupils learn exceptionally well because they feel valued and confident to try things out and express their own ideas. Excellent questioning by teachers makes pupils think and inspires and motivates them to develop curious and inquiring minds. Interesting and relevant whole school themes promote the sense of working together as a community and detailed and rigorous planning ensures progression in skills appropriate for all ages and abilities within the mixed-age classes. Comprehensive assessment procedures, including marking and feedback, have an excellent impact on learning because, not only do they give pupils useful information on how to improve, they also encourage them to reflect and evaluate their own progress and learning. Teachers use assessment information very effectively to inform planning and learning and also to evaluate the impact of their

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The school environment is very welcoming, well-kept and cared for and excellent use is made of these grounds and the rural setting. The development and use of a host of different areas, including class gardens, a willow dome, a multi-sensory garden and a bird watching area, equip pupils with an impressive knowledge of trees and birds and the natural environment including issues that affect society as a whole such as sustainability and recycling, reflected in the Eco School award. Parents, carers and pupils agree that the school looks after them exceptionally well. The needs of vulnerable pupils are very well met and greatly enhanced by the excellent links with other agencies to provide well-targeted support and a nurture group run by trained teaching assistants. Transition procedures into school, through the key stages and into their secondary schools, are very effective and ensure excellent levels of support for pupils and their families.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

There is a shared vision and outstanding ambition for the school that drive its improvement. There is a very strong sense of shared responsibility, consistency of approach and commitment among staff who work together very successfully as a team which is being sustained by the assistant headteacher. All staff share a goal of excellence and have high expectations for themselves and the pupils. Monitoring, self-evaluation and tracking of pupils’ progress are rigorous and lead to a clear identification of what needs to be improved and well-targeted support. Subject leaders are highly effective as they have excellent subject knowledge as well as

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The highly inclusive ethos of the school ensures that all pupils have equal opportunities to learn and develop as well-rounded individuals without fear of discrimination. Leaders have developed the school as a very cohesive community in which pupils show tolerance and respect towards others. One parent commented, ‘Burwash school is an asset to the village. The headteacher leads the school in a very positive way and pupils benefit from the school’s caring nature and community ethos.’ Pupils learn about other cultures through the curriculum and through their study of other languages. The school has correctly identified the need for further development of pupils’ understanding of the diversity of British society and the need to reach out beyond the school and local community to widen pupils’ horizons. The governing body, along with staff, ensures that safeguarding procedures and policies are very well developed, known by all staff and applied across all aspects of the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

school’s work. The school benefits from governors’ range of expertise and skills. They clearly know the school very well, are involved in evaluating the effectiveness of the school and have taken a very significant role in helping to shape its direction and strategic planning.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children get off to a flying start to their time in school. From starting points that are at expected levels for their ages, they achieve extremely well and meet or exceed the goals for all areas of their learning by the time they move into Year 1. There are very positive, trusting relationships with staff and as a result, children are happy, behave well, settle contentedly into the routines of the day and are extremely well cared for. Children have an excellent understanding of the need to keep themselves

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

safe and healthy. For example, before eating their snacks they knew to wash their hands ‘so we don’t eat germs that will make us sick’. They play and learn very well together and make a very good contribution to the smooth running of the day. They hang up their own coats, store their book bags, register their names for a school meal or a packed lunch and are responsible for tidying away their activities. These activities very effectively help them to develop responsibility and independence. They enjoy writing because early skills are promoted very well and they are given clear purposes for communicating through writing. For example, they were very excited to respond to letters written by ‘Percy the Park Keeper’ to help him decide if summer had ended. They demonstrated excellent knowledge of using writing to communicate as well as very good knowledge and understanding of the world by identifying the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

features to indicate that autumn had arrived.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Outstanding leadership and management ensure that children’s well-being and safeguarding procedures are given high priority and there are excellent links with parents and carers to ensure a very smooth transition into school. Regular assessments keep track of where children are and the next steps in their learning. There is an excellent balance of activities directed by adults and those where children can make their own choices, which they are confident and happy to do.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

A higher than average proportion of parents and carers responded to the questionnaire. The overwhelming majority agree that their children enjoy school and that the school keeps children safe. Most gave positive responses to all the other statements, which reflects the inspection judgement that the school engages outstandingly well with parents and carers. The main concerns from a few parents and carers were whether children are well prepared for the future and how well the school helps them to support children’s learning. The inspection found that pupils are outstandingly well prepared for the future and that the school has many successful initiatives to help parents and carers support children’s learning. These minor concerns were shared and discussed with the headteacher and governors.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Burwash Church of England Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 66 completed questionnaires by the end of the on-site inspection. In total, there are 149 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 49 74 15 23 2 3 0 0 The school keeps my child safe 51 77 13 20 1 2 0 0 The school informs me about my child’s progress 22 33 39 59 3 5 0 0 My child is making enough progress at this school 28 42 29 44 5 8 0 0 The teaching is good at this school 34 52 26 39 1 2 0 0 The school helps me to support my child’s learning 28 42 31 47 4 6 1 2 The school helps my child to have a healthy lifestyle 30 45 32 48 3 5 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 37 56 18 27 6 9 1 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 27 41 29 44 2 3 1 2 The school deals effectively with unacceptable behaviour 31 47 26 39 3 5 0 0 The school takes account of my suggestions and concerns 25 38 31 47 0 0 3 5

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Total % Total % Total % Total %

The school is led and managed effectively 41 62 19 29 2 3 1 2 Overall, I am happy with my child’s experience at this school 41 62 22 33 2 3 1 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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7DZ

I am writing to thank you for the lovely warm welcome you gave us when we visited your school. What a lovely time we had with you. I am writing to thank you for being so friendly and polite and telling us what you thought about your school. You are right to enjoy coming to Burwash because it is an outstanding school. We agree with you and your parents and carers that your school is an exceptionally caring and safe place to be and this, as well as your excellent attitudes to learning and outstanding teaching, helps you make outstanding progress.

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7DZ

We were very impressed with the way you all get on so well together and the fact that you care for and respect each other in your work and play. Your school has improved since the last inspection because the headteacher, all the adults and the governors do an excellent job to make it better for you, and in return you work very hard. We were particularly impressed with the whole-school topics that teachers plan for you and how much you enjoy your learning. By the time you leave you are doing exceptionally well in English and mathematics.

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7DZ

There is one thing we would like the school to do to make it even better for you. We have asked them to give you more opportunities to meet pupils from different backgrounds to your own to help you understand more fully the diversity of British society and to have more links with schools in other countries.

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7DZ

Thank you again for all your help and being so interesting to talk to.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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