Burnt Ash Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Burnt Ash Primary School Rangefield Road, Bromley, Kent BR1 4QX

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Outcome

Burnt Ash 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 Tracey Dinnage. The school is the only school in a single academy trust of the same name. It is overseen by a board of trustees, chaired by Byron Danahay.

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What is it like to attend this school?

Pupils receive an excellent education at this school. The school lives out its mission to ‘care about achievement for all’. Pupils achieve very well, supported by the school’s high academic aspirations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy their learning. They are curious and highly motivated learners.

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What is it like to attend this school?

Pupils are safe. Conduct around the school site is calm and productive. Pupils are courteous and polite. They value their learning. This same ethos is evident in the specially resourced provision for pupils with SEND (specially resourced provision), where there is an equally strong appetite to learn.

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What is it like to attend this school?

Many pupils take on leadership roles. These include play leaders, prefects and ambassador positions. Pupils with these responsibilities support each other and the wider community. For example, the school council works with the local authority in redesigning the local park and play area. Leaders ensure that pupils from both the main school and the specially resourced provision play an active and meaningful part in the life of the school.

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What is it like to attend this school?

Parents and carers speak highly of the school. They recognise the strong pastoral care and nurturing environment that it provides. Pupils are happy and thrive at school. 4 and 5 February 2025

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

Pupils follow an ambitious and rich curriculum. The school has identified the knowledge that pupils will learn precisely, across all year groups. This is thoughtfully sequenced to build on previous knowledge. The school uses an ‘enquiry-based’ approach. Pupils use weekly ‘enquiry days’ to build on their knowledge with research and investigation. This helps pupils to remember their learning very well and make links across different subjects.

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

Teachers have strong subject knowledge and present information clearly. They design activities to deepen pupils’ understanding with ample time for pupils to practise and apply these skills. For example, pupils in history explore the role different people played in the Second World War.

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

Children in the Reception classes are enthusiastic about their learning. This provides a strong foundation for when they move up to Year 1. Staff provide activities that are rooted in building language and number fluency. For example, children match pictorial forms of number to their physical counterparts.

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

The provision for pupils with SEND is exceptional. Needs are identified quickly, and pupils work successfully alongside their peers in the classroom wherever possible. Where pupils’ needs are more significant, they receive excellent support from highly skilled staff in the specially resourced provision. The school develops the talents of these pupils and builds their independence. For example, older pupils explore the artwork of Honey Williams and create their own imaginative pieces. Younger pupils are expertly guided in writing their own versions of popular stories.

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

Reading is the bedrock of the curriculum, and pupils’ love of reading is evident. Staff create a buzz around reading. Pupils read a diverse and ambitious selection of books. The phonics programme is delivered effectively. Staff are highly skilled in helping pupils to read. Those pupils who need additional support are identified quickly. They receive effective help to become fluent readers. Pupils apply their knowledge of phonics to their spelling and quickly develop control over their handwriting. They produce high-quality work across the curriculum and frequently use ambitious vocabulary in their writing.

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

Pupils embody the values of the school to be ‘Burnt Ash Learners’. They are confident, resilient and respectful. The school works closely with parents to ensure pupils attend school regularly. Younger pupils learn and play with each other cooperatively. Staff carefully build pupils’ concentration skills. Children build positive relationships and are kind to one another. Pupils are well prepared for their next steps as they move through the school. A strong pastoral programme develops pupils’ sense of self-worth and belief.

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

The provision for personal development is excellent. Pupils take part in a wide range of clubs and competitions, including choir, athletics and coding. There are numerous opportunities that provide valuable life experiences, for example STEM days, workshops, trips and talks. The school ensures pupils who are disadvantaged take full part in activities 4 and 5 February 2025

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and trips. Consequently, pupils are very well prepared for life in modern day Britain. They learn how to stay healthy and keep themselves safe, including online.

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Staff at the school are strongly dedicated to the care of and provision for pupils. Leaders provide staff with valuable professional development so they can fulfil their responsibilities. They are strengthening the lines of communication to ensure all staff feel heard. Leaders and trustees are dedicated to continual improvement and a culture of ambition. Pupils blossom as their interests are at the centre of decision-making.

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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 October 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. 4 and 5 February 2025

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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). 4 and 5 February 2025

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School details

Dates of previous inspection 2 and 3 October 2019 under section 5 of the Education Act 2005

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Information about this school

 This is the only school in a single academy trust, which is also called Burnt Ash Primary School.  The school has specially resourced provision for pupils with SEND. This is for pupils who have an education, health and care plan for severe learning difficulties. There are 21 pupils in this provision.  The school does not use any alternative provision.  The school provides a breakfast and after-school club.

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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 taken that into account in this evaluation of the school. 4 and 5 February 2025

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 The inspector met with senior leaders, representatives from the trust, teachers and support staff.  The inspector visited a sample of lessons, spoke to some pupils about their learning, spoke to teachers and looked at samples of pupils’ work.  The inspector scrutinised a range of documents, including leaders’ evaluation of the school and priorities for school improvement.  The inspector considered the responses to Ofsted Parent View, including the free-text comments. They also spoke to pupils, parents and staff and took into consideration Ofsted’s online staff and pupil surveys.  The inspector checked the school’s policies and records, including those related to behaviour and pupils’ wider development.  The inspector observed pupils’ behaviour across the school, including as they arrived and left the school.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Sarah Saunders, lead inspector His Majesty’s Inspector 4 and 5 February 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 looked-after children, safeguarding and child protection.

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