Burnhope Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Burnhope Primary School Langley Avenue, Burnhope, Durham DH7 0AG

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Outcome

Burnhope Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Lisa Bryson. The school is part of the Stanley Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Stewart and overseen by a board of trustees, chaired by Alan Gibson.

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What is it like to attend this school?

Pupils know and understand the school’s core values of ‘be kind’, ‘have courage’ and ‘show respect’. Their positive behaviour shows that they strive to uphold these values. Pupils are respectful of both their peers and adults. Pupils know that there are trusted adults to talk to if they have any worries.

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What is it like to attend this school?

The school forms strong relationships with families. This has resulted in significant improvements in pupils’ attendance over recent years. Pupils enjoy coming to school and have positive attitudes towards learning. They learn in a calm, safe environment. Pupils try hard to live up to the school’s high expectations and most achieve well.

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What is it like to attend this school?

Pupils can talk about their aspirations for the future. Through educational visits to local businesses, the school inspires pupils to think about possible career choices. For example, some pupils say that they would like to work in engineering following a visit to a car manufacturer.

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What is it like to attend this school?

The school provides opportunities for pupils to take on leadership roles, such as being a member of the school council, or a peer mentor. Pupils know that these roles enable them to make a difference in school. For example, the school council is involved in deciding some of the extra-curricular clubs that are offered. 5 November 2024

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What does the school do well and what does it need to do better?

In most subjects, the school has carefully chosen, and adapted, published schemes of work to support curriculum design. The curriculum considers the school’s context. Pupils’ knowledge builds sequentially over time. Pupils can talk confidently about their learning in a range of subjects. For instance, in mathematics, they can explain how they have solved a problem. Teachers check what pupils know and remember. They provide opportunities for pupils to revisit learning so that they remember it long-term. Sometimes, teachers do not choose the most appropriate activities or resources to use in lessons. This leads to confusion for pupils. For example, teachers give younger pupils worksheets that are too hard for them to read.

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What does the school do well and what does it need to do better?

The curriculum is ambitious for all pupils. Where possible, pupils with special educational needs and/or disabilities (SEND) are supported to access learning alongside their peers. Where this is not possible, pupils work in small groups with effective support from adults. Staff are trained in how to identify pupils with potential SEND and do so quickly. The school draws upon external expertise to support these pupils where needed.

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What does the school do well and what does it need to do better?

Children in the early years learn in a calm and well-organised environment. Adults use children’s previous experiences to engage them in learning. For example, children learn about the concept of ‘one less’ through playing a game of musical spots. Staff use consistent routines to help children to manage their behaviour. This sets them up well for key stage 1 and beyond, which is evident in pupils’ attentiveness in lessons in the older classes.

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What does the school do well and what does it need to do better?

Children begin to learn to read from Nursery. Here, they enjoy listening to stories and songs before more formal phonics teaching begins in the Reception Year. All staff are trained in how to teach phonics and do so effectively. Most pupils soon become competent, fluent readers. The school quickly identifies pupils who find learning to read difficult. It puts effective support in place to help these pupils to catch-up. Staff do not consistently correct weaknesses in younger pupils’ pencil grip, letter formation and spelling. As a result, some pupils make the same mistakes repeatedly.

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What does the school do well and what does it need to do better?

The school is determined to provide pupils with opportunities that they may not otherwise receive. It offers a range of educational visits, including residential trips, to ensure that pupils see a diverse range of places and people. This helps to prepare them for life in modern Britain. The recently introduced careers programme is having a positive impact on pupils’ ambition for the future. Through charity events and community links, pupils develop empathy, teamwork and communication skills. The curriculum for personal, social and health education teaches pupils how to lead safe, healthy lifestyles. Pupils demonstrate secure knowledge of how to stay safe, particularly online. The school uses visitors, such as the police and fire service, to enhance pupils’ learning.

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What does the school do well and what does it need to do better?

Since the last inspection, the school has joined the Stanley Learning Partnership. Through the trust, staff have opportunities to access training and to attend events, such as subject leader network meetings. Staff say that this has a positive impact on their workload and 5 November 2024

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well-being. Leaders, including those at trust and local governance level, have a secure understanding of the school. They regularly check the quality of provision in the school. They are clear about what they need to work on to continue to bring about improvements. Staff are proud to work at this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Staff do not consistently address weaknesses in younger pupils’ pencil grip, letter formation and spelling. This means that some pupils repeatedly make the same mistakes. The school should ensure that staff are clear about expectations for writing to ensure pupils develop fluency and automaticity with basic skills.  Sometimes, teachers do not choose the most appropriate resources or activities to use in lessons. There are occasions when this confuses pupils or overloads their working memory. The school should ensure that staff are supported in their activity and resource choices so that pupils’ learning in lessons is not hindered.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the predecessor school, of the same name, to be good for overall effectiveness in January 2019.

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

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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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 November 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Burnhope Primary School converted to become an academy school in June 2022. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  Since the last inspection, the school has joined the Stanley Learning Partnership and a new headteacher has been appointed.  The school does not use any alternative provision.  A breakfast club operates daily. This is run by school staff and overseen by the board of trustees.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 5 November 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, CEO, chair of trustees and members of the local governing body.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector observed some pupils reading to a familiar adult.  An inspector undertook a tour of the school with pupils to look at the school’s work to support pupils’ personal development.  Inspectors observed behaviour around school, in lessons and at playtime and lunchtime.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  Inspectors considered the free-text responses to Ofsted’s online survey for parents and carers. They also considered the responses to the staff survey.

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Inspection team

Philippa Kermotschuk, lead inspector His Majesty's Inspector

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Inspection team

Sharon Common Ofsted Inspector 5 November 2024

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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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