Burbage Primary School

Burbage Primary School Cavendish Avenue, Burbage, Buxton, SK17 9AE

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Overall effectiveness

Previous inspection: Requires improvement 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Pupils make good progress in reading, writing and mathematics and reach standards above those nationally.  Good teaching means that pupils make good progress from Reception class to Year 6. Most teachers use their good knowledge of what pupils can already do to plan work which challenges and interests their pupils.  Teachers’ feedback to pupils during lessons gives them a good understanding of how to improve their work.  Pupils are happy in school and committed to their learning across all subjects.  Pupils behave exceptionally well and their very positive attitudes to their learning help them to make good progress.  Pupils feel very safe in school. They enjoy their work and bring determination to their learning. The great warmth of relationships across all groups is praised by staff, pupils and most parents.  The headteacher’s commitment to improvement is shared by all staff and governors. This has been effective in improving

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Summary of key findings for parents and pupils

teaching and raising achievement.  Governors have undertaken extensive training so that they have become skilled in checking the work of the school and holding staff to account. They plan and budget carefully to maximise the school’s strengths and bring about systematic improvement.

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It is not yet an outstanding school because

 The good progress in developing teachers’ skills in checking what pupils’ know, in order to plan high levels of challenge, is not yet consistent across all classes.  Some pupils are not yet receiving enough feedback in their work to help them to make the highest levels of progress.

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Information about this inspection

 Inspectors observed teaching in all classes and visited 18 lessons. They were accompanied by the headteacher in four lessons.  The inspection team held discussions with pupils, parents, the headteacher, other staff and governors.  Inspectors took account of the 42 responses to the online questionnaire, Parent View. Thirteen parents who were unable to access the website asked for printed forms and responded to these or sent letters to address the areas in the questionnaire. They also took account of the school’s records of parent surveys, and six responses to the staff questionnaire.  Inspectors listened to pupils read, looked at their work, and had discussions with groups of pupils and individuals about their learning.  The inspection team checked the school’s evaluation of its work, records of achievement, the improvement plan, minutes of governors’ meetings, and records of behaviour, attendance and

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Inspection team

Lynne Bradbury, Lead inspector Additional Inspector Janet Bird Additional Inspector Graham Marshall Additional Inspector

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Information about this school

 The school is larger than the average-sized primary school.  The very large majority of pupils are from White British backgrounds.  The proportion of pupils eligible for support from the pupil premium (additional government funding for pupils known to be eligible for free school meals and those in the care of the local authority) is below average.  The proportion of disabled pupils and those who have special educational needs who are supported at school action is below average. The proportion of such pupils supported at school action plus or who have a statement of special educational needs is below average.  The school meets the government’s current floor standards, which set minimum expectations for attainment and progress in reading, writing and mathematics.

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What does the school need to do to improve further?

 Raise the quality of teaching to outstanding so that all pupils make outstanding progress by:  ensuring that all teachers check pupils’ prior knowledge to help them plan learning activities which challenge all pupils appropriately  ensure that the good feedback given to pupils during lessons is followed up in their books by all teachers so that all pupils know how to improve their work.

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The achievement of pupils is good

 Children join the school with levels of skills and knowledge in line with those typical for their age. In the Reception class exciting and creative activities indoors and outside lead to good progress for most children. Many enter Year 1 with skills and knowledge ahead of what is typical.

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The achievement of pupils is good

 Pupils in Year 1 in 2013 achieved levels below those nationally in the phonics check (letters and the sounds they make). Year 1 pupils are on track to achieve in line with pupils nationally in the phonics screening check this year. This was confirmed in the phonics sessions observed during the inspection, where pupils made good progress.

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The achievement of pupils is good

 In 2013, pupils in Year 2 achieved standards above those nationally in reading, writing and mathematics. This has continued in 2014. Pupils, including the most able, currently in Years 1 and 2 are given work at an appropriate level and make good progress.

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The achievement of pupils is good

 Pupils in Years 3 to 6 continue to make good progress. In 2013, Year 6 pupils reached standards above those nationally in reading, writing and mathematics; those currently in Year 6 are also expected to reach standards above those nationally. Work in their books and in lessons during the inspection confirms these standards, which represent good progress from their starting points. Higher attaining pupils also make good progress towards Level 6 in Year 6.

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The achievement of pupils is good

 Pupils across the school are very excited about reading and read to high standards. They enjoy analysing text, and talking about their books and favourite authors. They understand what they read and are able to use these skills to extend their knowledge in other subjects.

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The achievement of pupils is good

 Numbers of pupils supported by the pupil premium funding are too low to make comparisons of their attainment with that of their peers, but they are making good progress. The pupil premium is used to provide extra, small-group support and give the pupils opportunities to deepen their enjoyment of learning.

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The achievement of pupils is good

 Disabled pupils and those who have special educational needs are achieving as well as their peers. This is because their progress is tracked carefully and their work is well matched to their learning needs.

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The achievement of pupils is good

 The extra primary school sports funding is used to employ a sports coach in school, providing very high quality experiences. Pupils greatly enjoy the extra opportunities during and after the school day, which are improving their fitness and well-being and contributing to staff training.

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The quality of teaching is good

 Across the age range, most teachers plan appropriate activities for most pupils because they understand what pupils can already do, though this is not consistent in all classes. Teachers are working hard to ensure that the level of challenge is appropriate for all pupils in all classes, including the most able.

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The quality of teaching is good

 Teachers’ high quality questioning helps them to adapt activities during the lesson so that pupils can develop their skills further. Some teachers provide written feedback in workbooks so that pupils know their next steps and use these to make rapid progress. This is not yet consistent across all classes, but training is planned so that all teachers will develop this area.  In the Reception class, staff use their observations of what children can do to plan high quality learning activities to move them forward in each area of learning. They adapt activities well as children make progress during lessons so that children develop confidence in their early reading and writing.

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The quality of teaching is good

 Teachers in all year groups make sure that interesting work and topics motivate pupils well, and they use rewards effectively to make sure that pupils focus on their work and make good progress. During the inspection pupils’ response to their work was of such high quality that teachers did not need to use sanctions.

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The quality of teaching is good

 As pupils move towards higher levels of attainment, teachers set interesting and high-level challenge in analysing text in reading books, and investigations in mathematics. For example, older pupils had to use their mathematical skills and knowledge to work out the surface area of complex shapes, and to develop this into a formula to solve problems. Others had to plan a tour of the country using particular criteria to explore and solve mathematical problems.

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The quality of teaching is good

 Teaching assistants are well trained and make a good contribution to pupils’ learning during lessons and in the many extra support sessions.

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The quality of teaching is good

 Reading, writing and mathematics skills are developed well across all subjects. For example, in science and religious education, pupils have to explain their learning using various written recording methods.

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The behaviour and safety of pupils are outstanding

 The behaviour of pupils is outstanding. Their learning is very focused because their behaviour and attitudes make an exceptional contribution to their progress. They are extremely well mannered and respectful to adults and each other. School records indicate that this is the norm.

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The behaviour and safety of pupils are outstanding

 Pupils’ movement around the school and in the playground reflects their happiness in school. They play very sensibly and work hard and show a determination to learn.

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The behaviour and safety of pupils are outstanding

 Older pupils take great pride in helping those in younger age groups and taking care of them on the playground.

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The behaviour and safety of pupils are outstanding

 Pupils work together with great enthusiasm for their learning. Older pupils, in particular, are able to support or challenge others confidently to move everyone’s learning forward. Pupils greatly enjoy all subjects, and the wide range of clubs and activities offered.

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The behaviour and safety of pupils are outstanding

 Staff model expected behaviour and pupils follow this lead, demonstrating very high standards of attitudes and behaviour to others. They value the rewards and sanctions system, which are used alongside the exciting subjects offered to motivate pupils. Pupils, parents and staff who spoke to inspectors were very happy with the way in which behaviour is managed.

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The behaviour and safety of pupils are outstanding

 Staff have a determination that everyone will achieve the best possible progress in an atmosphere of warmth and care.

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The behaviour and safety of pupils are outstanding

 The school’s work to keep pupils safe and secure is outstanding. Safeguarding processes meet statutory requirements and effective policies and practices are followed by all staff, governors and pupils.

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The behaviour and safety of pupils are outstanding

 Pupils know how to stay safe outside school. They understand the various forms that bullying can take, including with the internet and mobile phones. They confirm that bullying is very rare and that any problems are dealt with very effectively by staff.

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The behaviour and safety of pupils are outstanding

 Attendance is above average. There are excellent procedures in place to help any pupil who might find it difficult to attend regularly.

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The leadership and management are good

 The headteacher and governors have established a drive for excellence and improvement which is shared by all staff. They are rigorous in monitoring and evaluating the work of the school and have brought about many effective changes since the last inspection, and have clear plans for this to continue.

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The leadership and management are good

 Senior leaders have worked with subject leaders to develop their skills to monitor progress and plan high-quality training activities. This has ensured that the school has a good capacity at all levels to continue its improvement.

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The leadership and management are good

 School self-evaluation focuses on pupils’ achievement as the basis for planning for improvement. Judgements about teaching are made against the progress and attainment of pupils of all abilities and this guides teachers’ training and development.

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The leadership and management are good

 Pupils apply their basic English and mathematics skills to solve problems and to investigate a wide range of themes. The school offers an exciting range of subjects, and pupils have the experience of well-planned visits and visitors to motivate their learning. These include working with a national opera company, performing at the local theatre and taking part in chess tournaments.

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The leadership and management are good

 The opportunities for all pupils to be engaged in very high quality sports activities have been extended through the school’s effective use of the sports funding grant. It has also extended training opportunities for staff.

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The leadership and management are good

 Provision for pupils’ spiritual, moral, social and cultural development is good and has a high priority across all subjects. Leaders are very aware of the lack of ethnic diversity represented within the school population. They have ensured that pupils have rich opportunities to explore a wide range of cultures, beliefs and backgrounds and pupils show a high level of respect when they talk about these experiences.

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The leadership and management are good

 The commitment towards equal opportunities for all pupils is demonstrated in the good progress made by all groups and the way in which funding is used to make sure that no group is disadvantaged.

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The leadership and management are good

 Those parents who spoke to inspectors greatly appreciate the work of the school and the care and support given to their children. Staff and pupils show high expectations and pupils measure themselves against the standards set. Parents are welcomed into the school as partners across a wide range of activities.

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The leadership and management are good

 The local authority has given valuable support for improvements in teaching and learning, and the school has engaged in partnerships with other schools in order to share judgements of pupils’ achievements and to continue developments in teaching and learning.

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The leadership and management are good

 The governance of the school:  Governors undertake a great deal of training and development to support them in all aspects of their work and they have greatly improved their effectiveness since the last inspection. They bring a wide range of skills and experience. They are highly committed to ensuring that all children achieve their very best. They use their understanding of data to set ambitious targets for staff performance, including the headteacher, and have rigorous systems so that they check for themselves the progress made, and hold staff to account. As a result, they have a firm grasp of the quality of teaching throughout the school. All judgements are made against pupils’ achievement, and governors have policies in place to ensure that teachers’ pay and career progression depend on this. Governors are very clear about the progress made since the last inspection and the next steps to move this forward further. They identify

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The leadership and management are good

appropriate priority areas so that current improvement and development will continue. They build action plans, and check progress against these rigorously against agreed milestones. Finance is monitored carefully, and they make good use of extra funding such as the pupil premium and the additional school sports funding, and monitor the impact carefully. Safeguarding meets statutory requirements.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 112520 Local authority Derbyshire Inspection number 431696

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 336 Appropriate authority The governing body Chair Claire Duncan Headteacher Julie Ward Date of previous school inspection 17 October 2012 Telephone number 01298 22278 Fax number 01298 22278 Email address enquiries@burbage.derbyshire.sch.u guidance ‘raising concerns and making complaints about Ofsted', which is available 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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 and 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 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

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School details

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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School details

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

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