Burstwick Community Primary School

Inspection of Burstwick Community Primary School Main Street, Burstwick, Hull HU12 9EA

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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 Good 28 and 29 June 2022

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What is it like to attend this school?

You are greeted with a smile from staff and pupils when you step into Burstwick Community Primary School. This is a school where values are woven into everything. When pupils first arrive in the early years, they are supported and encouraged to be kind-hearted, curious and respectful. One pupil told an inspector, ‘this school is amazing, everyone is kind’.

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What is it like to attend this school?

Pupils do not worry about bullying. On the rare occasions it does happen, pupils feel supported. They know staff are quick to act and help. Sanctions and rewards linked to pupils’ behaviour are well understood by pupils and consistently applied by staff. The vast majority of pupils behave in a calm and respectful manner.

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What is it like to attend this school?

Staff take their safeguarding responsibilities seriously. They do all they can to ensure that pupils are safe and cared for effectively. Staff check in with pupils in daily circle times to see how pupils feel and discuss any worries they may have. If concerns are raised in these sessions, staff respond swiftly to help pupils.

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What is it like to attend this school?

There are a variety of extra opportunities to stimulate and meet the interests of pupils. These range from sporting activities to science, technology, engineering and mathematics trips where pupils meet local employers and work with pupils from other schools.

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better?

Leaders have developed a curriculum that is broad, ambitious and well thought through. Subject leaders are reflective. The strong curriculum plans in art, reading and science are being refined and improved further. This includes linking curriculum content with other subjects, such as ensuring mathematical thinking is covered in sufficient depth to allow the use of data in science. The reading leader has introduced more non-fiction books for pupils to read. Pupils have the opportunity to read books in an area which they are linked to, such as the garden or on the school field.

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better?

Reading is a prominent feature across the school. Leaders have provided appropriate training so that all staff teach reading in the same way. This ensures that phonics starts as soon as pupils arrive at school, with staff highlighting the correct sounds to the youngest of pupils. Pupils can segment and blend words they find difficult without being prompted.

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better?

Some subject areas are not as well developed. Leaders know this and have dedicated time in the future to planning and reviewing the delivery of the curriculum in wider subject areas. 28 and 29 June 2022

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Leaders support staff to develop their subject knowledge. Leaders and staff engage regularly with other schools and the local authority. Professional development is planned and chosen based on the clear rationale that it will benefit staff and the pupils. An example is using assessment to inform teacher decisions and curriculum planning. Inspectors observed this benefiting pupils during the inspection. Pupils could recall and describe what they had learned previously with confidence.

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Teachers are skilled at identifying pupils who may have special educational needs and/or disabilities (SEND). Pupils with SEND follow the same curriculum as their peers. Appropriate information is shared with staff to support pupils with SEND. Specialist advice is given to teachers for pupils who have education, health and care (EHC) plans. These pupils are well supported. However, in some cases, the targets outlined in pupils’ EHC plans are not closely linked to the information teachers receive to help plan and adapt lessons effectively.

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Leaders have high expectations for behaviour. These expectations are clear from Nursery to Year 6. If pupils misbehave, leaders support staff and work with pupils to address the causes of misbehaviour.

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Opportunities to promote pupils’ social, moral, spiritual and cultural development across the curriculum are explored in depth. Staff use these opportunities to support pupils to make informed decisions about staying healthy and safe. The school’s values of ‘believe, unique, resilient, safe, tolerant, worthy, independent, creative and kind-hearted’ are interspersed throughout the personal, social and health education curriculum.

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Governors offer support and challenge to leaders and staff in equal measure. They work hand in hand with the headteacher to support staff well-being and workload. Staff feel valued and supported by the headteacher and the governing body.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead plans and delivers regular safeguarding training to staff. As a result, staff are vigilant to any potential concerns. Staff know what to do if they have concerns about a pupil.

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Safeguarding

Leaders have a detailed understanding of the area the school serves. They engage with external agencies to ensure that they support pupil safety in school and in the community.

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Safeguarding

Leaders ensure that all staff are subject to the appropriate pre-employment checks. Leaders are trained in safer recruitment. Governors provide effective oversight of safeguarding policies and procedures including safer recruitment. 28 and 29 June 2022

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(Information for the school and appropriate authority)

 In a very few instances, the information outlined in EHC plans is not linked closely enough to the support plans that staff are given. This means staff may not be able to plan appropriately to meet the needs of pupils. Leaders should ensure that the pupil support plans teachers receive are accurately linked to the EHC plans for each pupil. This will help support teachers to know how best to support children with their education.  Curriculum plans across the school identify the important knowledge pupils should know inside out. However, leaders are at different stages of reviewing and amending plans to ensure that they are as effective as they can be. Curriculum leaders should ensure that plans are reviewed and implemented swiftly so that appropriate guidance and training can be given to staff, ensuring any amendments to the curriculum are understood and implemented effectively.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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. 28 and 29 June 2022

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School details

Local authority East Riding of Yorkshire

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School details

Inspection number 10213302 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Website www.burstwickprimaryschool.co.uk

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School details

Date of previous inspection 15 and 16 July 2021, under section 8 of the Education Act 2005

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Information about this school

 Burstwick Community Primary School is smaller than an average-size primary school.  The school does not make use of an alternative provider.

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Information about this inspection

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

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Information about this inspection

 Inspectors met with the headteacher, senior teachers and governors. They also met with a representative from the local authority.  Inspectors carried out deep dives in reading, science, art and physical education. These involved meeting with subject leaders, visiting lessons, looking at pupils’ work and talking to pupils and staff.  The lead inspector met with the designated safeguarding lead and reviewed the single central record and safeguarding records. The inspector talked with staff about the impact of their safeguarding training and to pupils about how safe they feel in school. The lead inspector discussed safeguarding with the governors. 28 and 29 June 2022

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 Information regarding pupils’ attendance and behaviour was scrutinised.  The inspection team spoke to staff about behaviour and their workload in the school. The responses to Ofsted’s surveys for pupils, staff and parents were also considered.

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Inspection team

Richard Jones, lead inspector Her Majesty’s Inspector

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Inspection team

Suzette Garland-Grimes Ofsted Inspector 28 and 29 June 2022

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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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