Burley Primary School

Inspection of Burley Primary School Church Lane, Burley, Ringwood, Hampshire BH24 4AP

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Inspection dates: 10 and 11 December 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Requires improvement 10 and 11 December 2024

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What is it like to attend this school?

Pupils are happy and proud to be members of this friendly school. They appreciate the close community, where everyone knows each other. Pupils across the school show kindness and consideration towards others. Pupils choose to demonstrate the school’s ‘HEART’ values, knowing these help everyone to flourish. They feel strongly supported by the attentive and caring staff. This helps pupils to develop self-confidence.

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What is it like to attend this school?

The school has high expectations for all pupils to achieve the best they can. Staff promote these expectations well across the school. Pupils respond positively, behaving with consideration and courtesy around school. In lessons, they typically work with focus and willingly engage in class discussions. The school’s continuous drive to improve the curriculum and approaches to teaching is supporting all pupils to achieve increasingly well.

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What is it like to attend this school?

Pupils keenly participate in wider learning activities, such as clubs and residential trips. They learn about the importance of contributing and gaining valuable experience through initiatives such as helping with the upkeep of the school gardens or fundraising for charities. Pupils are motivated by the school’s approaches to recognising their achievements. They enjoy receiving house points and celebrating their successes with the whole school in weekly assemblies.

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

The school curriculum is broad and ambitious. Across subjects, the important knowledge, skills and vocabulary are clearly identified from Reception to Year 6. In most subjects, these have been carefully arranged so that pupils build understanding and revisit the important ideas. This supports them to know and remember more over time. In some subjects, beyond the early years, new knowledge is not being connected to earlier learning. In these subjects, the curriculum does not deliberately return to key knowledge from previous learning. As a result, pupils’ understanding is hindered by having gaps in their knowledge.

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

Early years provision is exceptional. The curriculum precisely arranges small, purposeful steps in learning. These support all children to develop the essential knowledge they need. The highly skilled staff sharply focus on developing children’s vocabulary and communication skills. These help children to learn how to work together and solve problems. Children benefit from a wide range of learning opportunities. These reinforce important learning so that children know and remember more over time. As a result, children demonstrate impressive levels of independence and are well prepared for Year 1 and beyond.

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

Teachers have strong subject knowledge. They use this to introduce and explain new ideas clearly. Teachers do this skilfully in mixed-age classes so that children of different ages are appropriately challenged. Staff use a range of methods to check pupils’ understanding and promptly correct errors in their thinking. Across subjects, pupils’ 10 and 11 December 2024

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progression through the curriculum is checked effectively. In most subjects, teachers draw on this to reteach the aspects of knowledge pupils understand less securely.

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Reading is a high priority. Children learn how to read from the start of Reception. Any pupils who struggle receive targeted support so that they rapidly become fluent readers. The wider reading curriculum, through a diverse range of texts, supports pupils to develop strong reading skills. The school strongly promotes the love of reading. Pupils reflect this, talking enthusiastically about their current books.

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Pupils with special educational needs and/or disabilities (SEND) are well supported. The school carefully identifies pupils’ needs. Teachers draw on individual plans to make appropriate adaptations to learning activities. Learning support assistants apply specific strategies so that pupils with more complex SEND progress well through the planned curriculum.

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Behaviour is positive across the school. In lessons, the majority of pupils work with purpose and enthusiasm. They show respectful attitudes towards staff. At playtime, pupils share equipment and invite others to join their games. Pastoral support is highly effective. It supports pupils effectively to learn how they can manage their feelings and emotions, including those who exhibit more challenging behaviour.

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The school purposefully develops pupils’ character. It promotes the importance of independence. Pupils learn about how they can stay safe, including online. Through rich outdoor learning opportunities, they learn how to responsibly use the National Parks’ resources. Pupils explore diversity in the wider world, exploring different world religions and important issues in society. They are being well prepared for life beyond school.

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The school strives to continuously improve. It carefully identifies changes and makes sure these are sustained. The governing body scrutinises the impact of this, providing effective challenge about its effectiveness. Staff are galvanised by the togetherness and the shared approach to improvement. They appreciate the school’s efforts to support their well-being so that they can focus on teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the design of the curriculum is not supporting pupils to understand or revisit important knowledge. Consequently, pupils’ learning is hindered because they have not developed a secure understanding of important concepts. In these subjects, the school should ensure pupils build a secure understanding of important knowledge and remember it over time through a carefully structured curriculum. 10 and 11 December 2024

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How can I feed back my views?

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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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). 10 and 11 December 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Nanette Allies (Federation Headteacher)

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School details

Website www.burleyandsopleyfederation.org.uk

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School details

Dates of previous inspection 21 and 22 June 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is a partner school in The Federation of Burley and Sopley Primary Schools. The schools share the same governing body.  The school has some mixed-age and some single-age classes.  The school does not currently use any alternative provision.  The governing body oversees the before-school breakfast club provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 December 2024

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the federation headteacher, the inclusion leader, the pastoral leader, subject leaders and teachers. The lead inspector met with representatives of the governing body and local authority school improvement advisers.  The inspectors carried out deep dives in these subjects: early reading, mathematics and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector also looked at the curriculum in writing, design and technology and history.  The inspectors observed playtime activities.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the responses to Ofsted’s staff survey and spoke to a range of staff about their views of the school. They considered the school’s development plan.  The inspectors took account of the responses to Ofsted’s online survey, Ofsted Parent View, including the additional free-text responses. Inspectors also spoke with some parents at the school gate.

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Inspection team

Phillip Blagg, lead inspector His Majesty’s Inspector

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Inspection team

Jon Hills Ofsted Inspector 10 and 11 December 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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