Burton End Primary Academy

Inspection of Burton End Primary Academy School Lane, Burton End, Haverhill, Suffolk CB9 9DE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 14–15 January 2020

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What is it like to attend this school?

Pupils are proud of their school. They are happy in their learning and play. Pupils feel well cared for. They know their teachers want them to do well academically and to be confident. Pupils really enjoy mathematics lessons. They describe themselves as ‘bookworms’ and say that ‘reading is awesome’. Pupils say how much they enjoy the ‘Burton End Reading Challenge’.

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What is it like to attend this school?

The school is calm and purposeful. Teachers have high expectations of pupils’ behaviour in lessons and on the playground. As a result, pupils behave very well. They are good listeners and work together cooperatively. Pupils are keen to take on roles of responsibility. For example, the ‘play leaders’ look after younger pupils well during breaktimes.

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What is it like to attend this school?

The school provides a broad range of activities and opportunities for pupils. These include many sports clubs and outdoor learning, including archery, skateboarding and gardening. Teachers plan lots of events and activities to make sure that pupils experience the world beyond their own community.

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What is it like to attend this school?

Pupils say that they feel safe in school. They know what to do if they have a worry or concern. They told us that bullying is rare. It is not tolerated and is dealt with swiftly when it does happen. Pupils have strong relationships with each other and with adults in the school.

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better?

Leaders have thought carefully about the curriculum. Plans ensure that pupils are well supported. Teachers have a good knowledge of most subjects, including physical education (PE) and geography, and teach them effectively.

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better?

Reading is a priority in this school. Teachers are well trained. Children are taught phonics from the moment they start school. Teachers ensure that reading books are carefully matched to the sounds that pupils are learning. Pupils say that ‘reading is the best thing in the world’. They talk gleefully about the books that their teachers read to them. They are particularly proud of their new library.

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better?

Teachers do not have high enough expectations of pupils’ handwriting and presentation, particularly in key stage 1. Pupils’ work is not always clearly and neatly presented.

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better?

Mathematics is a strength. Learning in mathematics is well planned and delivered. Pupils build on their learning from one year to the next. They explain their thinking confidently and apply their mathematical knowledge to a variety of problems.

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better?

Leaders and staff want all pupils to achieve their best. Pupils with special educational needs and/or disabilities (SEND) are supported well. 14–15 January 2020

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Behaviour has improved since the previous inspection. Pupils have positive attitudes to learning. They demonstrate the school’s values of empathy, resilience and respect in their relationships with staff and each other. The well-being of pupils is given a high priority. As a result, pupils grow in confidence, attend school more regularly and learn more.

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Children in the early years are safe and happy. Activities are carefully planned. Adults help children to extend their vocabulary and to use new words correctly. For example, during the inspection, children recognised that a picture of the London Eye was ‘like a circle’ and that a hexagon ‘has six straight sides’. Children enjoy good relationships with adults and each other. Adults are attentive to children’s needs. Routines are well established, and children are interested in what they do.

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Leaders make sure that there are many opportunities for parents and carers to learn more about how best to support their children, for example through workshops about early reading and online safety. Parents told us how pleased they are with the school and how much their children enjoy attending.

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The school has improved greatly since the previous inspection but there is still work to do. The school’s approach to assessment is not fully effective. Some tasks do not challenge pupils enough, particularly in writing. Some staff do not have high enough expectations about how pupils should present their work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding. Staff are well trained in knowing what to do if they have concerns about pupils. Leaders act quickly on information they are given. They report safeguarding concerns quickly and work with external agencies so that pupils and families get the help they need. Leaders make sure that all checks are carried out on adults before they start working at the school. Pupils know how to keep themselves safe, including when they are online.

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(Information for the school and appropriate authority)

 Tasks are not always adapted to challenge pupils, particularly in writing. As a result, some pupils do not achieve the best they can. Tasks should be adapted to routinely challenge pupils.  Leaders use several different assessment systems. The impact of their use is not always clear. Chosen assessment approaches should be refined to ensure that they support teachers to check pupils’ knowledge and understanding across all subjects.  Teachers do not have high enough expectations of pupils’ handwriting and presentation, particularly in key stage 1. In addition, pupils are not always taught 14–15 January 2020

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how to form letters well enough. As a result, pupils’ work is not always clear and well presented, and letters are poorly formed. Leaders should ensure that all staff have high standards regarding how pupils present their work. Leaders should also ensure that staff support pupils to develop correct letter formation.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 14–15 January 2020

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School details

Inspection number 10121375 Type of school Primary

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School details

Date of previous inspection 13–14 September 2017, under section 5 of the Education Act 2005

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Information about this school

 Burton End Primary Academy is larger than the average-sized primary school. It is part of the Unity Schools Partnership (formerly Samuel Ward Trust).  The trust delegates aspects of governance to the governing body. The board of trustees is the accountable body.  The current headteacher joined the school in January 2018.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 As part of this inspection, we held meetings with the headteacher, the two deputy headteachers and the assistant headteacher. We met the special educational needs coordinator, and the English, mathematics, PE and geography leaders. We also met with the newly qualified teachers and trainee teacher to discuss the impact of the support they received from leaders.  We held meetings with the chief executive officer of the trust. Additionally, we met with governors, including the chair and vice-chair of the governing body. 14–15 January 2020

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 We undertook deep dives in reading, writing, mathematics, PE and geography. We spoke to curriculum leaders, visited lessons, looked at a range of pupils’ work and met with teachers and pupils. We also observed some pupils reading to staff and talked to pupils about their reading habits.  We spoke to pupils formally in class and around the school at breaktimes to seek their views about the school. We visited the school’s breakfast club and an assembly.  We scrutinised the school’s website and a range of school documents. These included the school’s self-evaluation, improvement plans, and records about behaviour, safeguarding children and attendance.  We considered the 57 responses made by parents to Parent View, Ofsted’s online questionnaire, and the 40 responses to Ofsted’s free-text system. We also spoke to some parents at the start of the school day. We took account of the 34 responses to Ofsted’s online staff survey. There were no responses to Ofsted’s

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Inspection team

Rachael Judd, lead inspector Ofsted Inspector

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Inspection team

Daniel Gee Ofsted Inspector 14–15 January 2020

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regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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