Bury CofE Primary School

Inspection of Bury CofE Primary School Owls End, Bury, Huntingdon, Cambridgeshire PE26 2NJ

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Inspection dates: 21 and 22 January 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

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The headteacher of this school is Emma Heanes. This school is part of The Diocese of Ely Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Adrian Ball, and overseen by a board of trustees, chaired by Helen Jackson. 21 and 22 January 2025

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What is it like to attend this school?

Pupils enjoy learning within the school’s positive, ‘can-do’ ethos. They routinely show the school’s expectation that they are focused fully in lessons and ‘SHINE’.

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What is it like to attend this school?

Starting in the early years, children understand that learning is important. They delight in exploring the engaging activities the school provides. In lessons, pupils concentrate on their studies. They support each other well and show determination when studying something tricky. Pupils celebrate each other’s achievements. They learn the school’s curriculum well. They reach the school’s high expectations of their achievements. Pupils are prepared well for secondary education.

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What is it like to attend this school?

Pupils show kindness and care for others. They are polite and use good manners in their interactions. During lunch, pupils dine together pleasantly and tidy up after themselves. On the playground, older pupils model the school’s values to younger pupils and demonstrate positive play. Pupils treat each other with respect. When friends fall out, pupils can positively resolve issues themselves.

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What is it like to attend this school?

By the end of Year 6, pupils are well equipped for life after primary school. They know how to stay safe at home, in the community and online. They also understand the importance of serving their community. Pupils willingly take up responsibilities at school. For example, they perform leadership roles capably such as school councillor and house captain.

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

The school’s ambitious curriculum is well designed and organised so pupils learn in logical steps. This helps pupils build what they know and understand over time.

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

The school has ensured that staff are well trained and teach the curriculum effectively. They have strong subject knowledge and know exactly what pupils must learn to achieve what they should. Staff regularly give pupils opportunities to review what they have been taught. This supports pupils to remember key knowledge.

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

Staff routinely check what pupils know and understand. When necessary, staff provide timely support to ensure pupils do not fall behind.

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

The school typically provides effective support for pupils with special educational needs and/or disabilities (SEND). Working with external agencies and parents, the school provides staff with clear guidance about how best to support these pupils. Overall, the school has effective provision to support pupils’ needs. At times, however, staff do not ensure that learning activities are carefully adapted to meet the needs of some pupils with SEND. When this happens, pupils do not learn as well as they could.

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

Starting in the early years, pupils develop an enjoyment of reading. Staff ensure pupils regularly read texts that match their abilities and interests. Pupils appreciate the school’s well-stocked collection of books. In the early years, children develop their use of language 21 and 22 January 2025

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and learn the basics of early reading. Staff teach pupils to read fluently. Those pupils who find reading tricky receive effective support to become fluent readers.

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Children in the early years learn the school’s high expectations of their behaviour. They sustain concentration and listen well to others during class discussions. The school has established clear routines for pupils to follow in lessons and during playtimes. Pupils appreciate the recognition they receive in assembly and when they are awarded ‘Star of the Week’. When unwelcome behaviour occurs, staff follow the behaviour policy consistently, and the behaviour stops and typically does not reoccur.

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Pupils enjoy school. They attend regularly. The school provides effective support for pupils who find it hard to maintain regular attendance. As a result, attendance for these pupils is improving.

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The school ensures pupils learn about different lifestyles and beliefs found in modern society. Pupils show interest in learning how others live their lives. They understand the importance of respecting others’ differences. During class discussions, pupils speak about controversial topics with sensitivity. Pupils have a well-developed understanding of the spiritual side of the human experience.

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Pupils are taught how to maintain healthy lifestyles and relationships. They reflect on, and communicate clearly about, their emotional ‘zones’. They also know the importance of healthy eating and physical exercise.

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The trust has made substantial positive contributions to the school. Trustees and members of the local governing body work well together to provide the support and challenge needed to ensure that the school provides a high-quality education. They have an accurate understanding of the strengths and weaknesses of the school. Trustees and governors hold leaders to account and ensure they make any necessary improvements.

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Staff morale is high. They value the strong team ethos and enjoy working at the school. Staff appreciate how leaders have high expectations of staff while also supporting them to maintain a reasonable workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, staff do not adapt learning activities well enough to meet the needs of some pupils with SEND. When this happens, these pupils do not learn as well as they could. The school should ensure staff have the guidance that they need to support pupils with SEND to learn well. 21 and 22 January 2025

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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). 21 and 22 January 2025

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School details

Dates of previous inspection 29 and 30 October 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school is part of the Diocese of Ely Multi-Academy Trust.  The school uses one unregistered alternative provision.  This a school with a Christian ethos in the Diocese of Ely. The school received its most recent section 48 Statutory Inspection of Anglican Schools in February 2018 and will be reinspected within the next 18 months.

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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. 21 and 22 January 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held discussions with the chair of the trust board, the CEO, trust leaders, governors, the headteacher, members of the senior leadership team, subject leaders, teachers, members of support staff and pupils.  Inspectors carried out deep dives in these subjects: history, mathematics, reading and science. 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. Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central

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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 safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons, when moving around the school and during lunchtimes and playtimes. Inspectors also considered a range of documents and other information about the behaviour, attitudes and the personal development of pupils.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, and the responses to the staff and pupil surveys.

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Inspection team

Al Mistrano, lead inspector His Majesty’s Inspector

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Inspection team

Helen Jones Ofsted Inspector 21 and 22 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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