Burtonwood Community Primary School

Inspection of Burtonwood Community Primary School Green Lane, Burtonwood, Warrington, Cheshire WA5 4AQ

p.1

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 Outstanding 23 and24 May 2023

p.1

What is it like to attend this school?

Pupils feel safe and happy in this school. They have a clear understanding of what constitutes bullying. On the occasions when bullying occurs, leaders deal with it swiftly and effectively.

p.2

What is it like to attend this school?

Pupils live up to leaders’ high expectations for their behaviour. They show respect for other pupils and for staff. In the main, pupils are attentive during lessons and they play together cooperatively at breaktimes. They have a strong sense of what is fair, and what is right and wrong. They also know that people are individuals and that differences between them make them special.

p.2

What is it like to attend this school?

Leaders have high expectations of pupils’ achievement. Pupils achieve well across a range of subjects and they enjoy learning.

p.2

What is it like to attend this school?

Pupils spoke with pride about their learning and they appreciate the many trips and residential visits that staff provide. They told inspectors that these experiences help them to grow in confidence and to try out new things.

p.2

What is it like to attend this school?

Pupils are keen to take on extra responsibilities such as becoming anti-bullying ambassadors and they want to make a difference to their school. They are eager to live up to the school’s motto that they have created: ‘one team, one goal – excellence’.

p.2

better?

Leaders have thought carefully about the knowledge that they want pupils to acquire as they move through the school. Leaders have designed an ambitious curriculum. They have identified what they want pupils to learn and they have ordered subject knowledge logically. This enables pupils to make connections between what they know already and new learning. This supports them to gain a secure body of knowledge over time. Pupils achieve well.

p.2

better?

Teachers are equipped to deliver subject curriculums skilfully. They present new information with clarity and they provide pupils with regular opportunities to revisit prior knowledge. Staff make regular checks on what pupils know and remember from earlier learning. Teachers use this information well to address pupils’ misconceptions swiftly.

p.2

better?

Leaders have recently reviewed the early years curriculum to ensure that children’s learning is carefully organised. In the main, children progress well through the curriculum. However, leaders have not ensured that some staff have sufficient expertise to deliver aspects of the early years curriculum. For example, from time to time, some children do not get sufficient opportunities to practise and consolidate earlier knowledge. 23 and24 May 2023

p.2

3

Leaders have placed a high priority on making sure that pupils learn to read fluently and accurately. Children begin learning phonics as soon as they start in the Reception class. Leaders have made sure that staff have received sufficient training in the teaching of phonics and early reading. This means that staff are suitably equipped to deliver the phonics curriculum with confidence. Staff make sure that the books that pupils read are matched closely to the sounds that they have been taught. If pupils struggle to keep up with the phonics programme, staff are quick to step in and provide extra help. As a result, pupils read with confidence and fluency.

p.3

3

Many older pupils enjoy reading for pleasure. However, leaders have not ensured that some staff encourage pupils to read a broad enough range of high-quality texts.

p.3

3

Pupils are respectful and they engage positively with each other. During lessons, they can learn without disruption. Staff know pupils well. They work closely with parents, carers and external agencies to identify the additional needs of pupils with special educational needs and/or disabilities (SEND) in a timely manner. These pupils are supported well by staff to learn the same curriculum as their peers. Pupils with SEND progress well through the curriculum.

p.3

3

Leaders provide a broad range of opportunities to support pupils’ wider development. For example, pupils enjoy learning about different cultures and religions. They know that everyone is equal regardless of the differences between people. Leaders afford opportunities for pupils to develop their longer-term ambitions, such as taking on some of the responsibilities of different staff in the school during a ‘take over day’.

p.3

3

Governors and trustees are highly committed to the school. They have an accurate view of the quality of education for pupils. They understand leaders’ priorities for further improvement and they make regular checks on the progress that leaders make in these areas.

p.3

3

Staff appreciate the support and training that leaders provide for them. Most staff feel that leaders’ decisions have had a positive impact on their workload and well- being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders make sure that staff know what they should do to keep pupils safe and that they understand their safeguarding responsibilities. Leaders ensure that staff benefit from regular and appropriate training. This helps them to recognise the signs that may indicate concerns about a pupil’s well-being.

p.3

Safeguarding

Leaders respond swiftly to safeguarding concerns and they work closely with other agencies to secure support for vulnerable pupils. Leaders keep accurate and sufficiently detailed safeguarding records. 23 and24 May 2023

p.3

4

Pupils learn about different ways to keep themselves safe. For example, they learn about road safety, staying safe online and looking after their physical health.

p.4

(Information for the school and appropriate authority)

 Leaders have not ensured that some staff encourage pupils to read a wide enough range of high-quality books and texts. This prevents some pupils from developing the vocabulary that they need. Leaders should ensure that staff promote and encourage pupils to read widely and often.  Leaders have not ensured that some staff have sufficient expertise to deliver aspects of the early years curriculum as well as they intend. This means that some children do not have enough opportunities to practise and embed their learning. Leaders should improve staff’s knowledge of learning in the early years so that they are well equipped to support children to learn well across the curriculum.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 23 and24 May 2023

p.4

School details

Inspection number 10255984 Type of school Primary

p.5

School details

Headteacher Heather Muttock Sarah Ignatius (Acting Headteacher) Joanne Hewson (Executive Headteacher) Website www.burtonwoodcp.co.uk

p.5

School details

Date of previous inspection 9 and 10 February 2022, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of Omega Multi-Academy Trust.  Leaders do not make use of alternative provision for pupils.  An interim executive headteacher and headteacher have been appointed since the last inspection.

p.5

Information about this inspection

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

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the acting headteacher, acting executive headteacher, senior leaders and members of staff. The lead inspector met with three members of the local governing body, including the chair of governors and three members of the 23 and24 May 2023

p.5

6

board of trustees, including the chair of the board of trustees. She also met with a representative from the local authority, the chief executive officer and the trust’s director of safeguarding and people services.  Inspectors conducted deep dives into early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke with some pupils about their learning and looked at samples of their work. The lead inspector listened to pupils read with a familiar adult. Inspectors also considered curriculums in other subjects.  Inspectors observed behaviour as pupils moved around the school, during lessons, in the outdoor play area and in the dining hall.  Inspectors met with those responsible for governance, leaders, staff, pupils and students to evaluate the culture of safeguarding in the school. Inspectors checked

p.6

6

on leaders’ safeguarding procedures, including recruitment checks made on new staff.  Inspectors reviewed a range of documentation, including that relating to safeguarding, leaders’ behaviour and attendance records, and minutes of meetings held by those responsible for governance.  Inspectors spoke with parents as they dropped their children off at school. They considered the responses to Ofsted Parent View. This included the free-text responses.  Inspectors considered the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils.

p.6

Inspection team

Kathy Nichol, lead inspector Ofsted Inspector

p.6

Inspection team

Tim Sherriff Ofsted Inspector 23 and24 May 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7