Burnham-on-Crouch Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Burnham-on- Crouch Primary School Dunkirk Road, Burnham-on-Crouch, Essex CM0 8LG

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Inspection dates: 14 and 15 January 2025

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Outcome

Burnham-on-Crouch Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

This is an inspirational school which showcases its exceptional work in a multitude of ways, locally as well as nationally. There is a strong belief to make the school fit the child. Hence, pupils who are disadvantaged or those with special educational needs and/or disabilities (SEND) flourish alongside their peers. Pupils have access to bespoke programmes which meet their needs well.

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What is it like to attend this school?

There is no ceiling to what pupils can achieve and do at this school. Staff have high expectations and know how to get the best out of their charges. They know the hooks that will get them eager to listen and engage avidly in learning. As a result, children in early years learn to read quickly and older pupils repeatedly attain highly in national tests.

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What is it like to attend this school?

Pupils have a strong understanding of what it means to be a decent citizen. The school has a nurturing atmosphere where respect for all permeates. Pupils behave impeccably. They contribute extensively to their school through leadership roles, such as art ambassadors and play leaders. Pupils gain personally and emotionally from a wide range of high-quality additional experiences and extra-curricular activities. Many parents appreciate how happy their children are, they ‘run to school every morning and drag their feet on the way home’.

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

The curriculum is creatively planned, vibrant and promotes learning extremely well. The school’s vision of helping pupils be ‘connected to the world’ is realised through a rich offer. This includes curriculums in STEM (science, technology engineering and mathematics) 14 and 15 January 2025

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and mental health. There is a sharp focus upon equipping pupils for the digital age. Digital literacy is woven throughout pupils’ learning. Pupils are extraordinarily well- equipped to use such tools as artificial intelligence, virtual reality and digital applications to support their learning.

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Teachers have strong subject knowledge. This, combined with their personal knowledge of each pupil, means that they extend pupils’ learning according to what they know and can do. Staff are alert to any misconceptions that pupils may have about their learning. They address these promptly. Older pupils recall effectively their learning over time. This is because staff enable pupils to learn concepts in a range of ways. Staff explicitly make connections across the curriculum. This deepens pupils’ knowledge and understanding.

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Staff quickly identify pupils’ needs and how to support them. For instance, children who are non-verbal in the pilot specialist SEND hub are learning well how to communicate their needs and wants. The careful consideration of when and how to introduce early years children with SEND to new experiences means that they are comfortable to learn. Across the school, staff adapt their teaching so that pupils with SEND learn the curriculum well.

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Children and pupils in key stage 1 learn to read quickly and with confidence and fluency. The school’s chosen phonics programme is delivered effectively. The books that pupils read closely match the sounds that they already know. Pupils who find reading difficult receive pertinent additional support. A love of reading is well-established. Throughout their time at school pupils read an impressive array of texts which broadens their horizons and knowledge of the world.

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Disadvantage is not a barrier to participation and achievement. The school goes to great lengths to ensure that pupils have access to the support and help they need. They have, for example, invested significantly in training staff to support pupils with speech, language and communication needs (SLCN). Pupils with SEND have full access to the fortnightly enrichment activities, whether this is dissecting a heart to reinforce learning in science or participating in an overnight residential. The ‘pupil premium promise’ ensures that pupils have access to music tuition and other experiences they may not ordinarily have.

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Pupils benefit greatly from the school’s unwavering focus on the wider curriculum. They have a deep understanding of their place in the world and what life is like in modern Britain. The school’s celebration of international role models alongside visiting speakers on future careers helps pupils visualise how they can be positive members of society. In the early years staff carefully consider the breadth of the offer for children’s personal, social and emotional development. Whether children dance en masse with specialist teachers or sit reading with older pupils in the enchanted forest area, they have many enriching experiences.

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Governors effectively challenge the school and hold leaders to account. They know the school inside out because of the quality of information they receive and because of their widespread involvement in school life. Staff appreciate the regard governors and leaders 14 and 15 January 2025

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have for their welfare. This includes consideration for their workload. There is high morale at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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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 outstanding 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 school to be outstanding for overall effectiveness in February 2019.

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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 14 and 15 January 2025

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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). 14 and 15 January 2025

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School details

Chair of governing body Melissa Baker and Joel Tunbridge (co- chairs) Headteacher Kelly Stock Alex Russ (acting headteacher) Website www.burnhamprimary.co.uk

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School details

Dates of previous inspection 13 and 14 February 2019, under section 5 of the Education Act 2005

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Information about this school

 The acting headteacher took up the role full time in January 2020. Since the last inspection, two co-chairs of the governing body have been appointed.  The school does not currently use alternative provision.  The school runs a before and after-school club.  The school is currently running a pilot with the local authority. This is where some children from early years and pupils from Year 1 spend time in the school’s specialist SEND hub.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has 14 and 15 January 2025

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taken that into account in her evaluation of the school.  The inspector met with the co-chairs and vice-chair of the governing body. She also discussed the school’s provision with a representative from the local authority.  The inspector met with the acting headteacher, senior leaders and staff.  The inspector considered the improvements that leaders are undertaking in the school, such as the development of digital literacy.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector spoke to groups of pupils about their personal development and experiences of behaviour. She observed pupils in lessons and during their social time.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector considered the responses to the Ofsted Parent View questionnaire and the free-text comments that were submitted. She also took account of the responses to the confidential Ofsted staff survey. She gathered the views of staff and pupils throughout the inspection.

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Inspection team

Liz Smith, lead inspector His Majesty's Inspector 14 and 15 January 2025

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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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