Burntwood School

Inspection of a school judged good for overall effectiveness before September 2024: Burntwood School Burntwood Lane, London SW17 0AQ

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Inspection dates: 11 and 12 February 2025

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The principal of this school is Helen Shorrock. This school is part of the Burntwood single 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, Helen Shorrock, and overseen by a board of trustees, chaired by Heather Wallace.

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What is it like to attend this school?

Pupils receive an exceptional education at Burntwood School. They thrive in a culture of high expectation and achievement. The school fosters a happy, welcoming, and inclusive environment, where academic excellence and personal development hold equal importance. This ethos is firmly rooted in the school’s values.

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What is it like to attend this school?

Pupils enjoy coming to the school and appreciate the support that they receive from staff. Pupils feel safe and able to share their feelings. The school encourages pupils to develop mature and well-considered opinions, which are respected and listened to by staff. Relationships across the school are strong. The school provides its pupils with high-quality pastoral support. This includes teaching pupils the importance of healthy relationships and good mental health. If pupils need support to improve their behaviour, or with their well- being, caring staff provide it.

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What is it like to attend this school?

Pupils enjoy a myriad of opportunities to develop their confidence and resilience. They participate enthusiastically in the many extra-curricular activities on offer. They are keen to contribute to the school community and so take on responsibilities willingly. There are many musical and drama productions. Pupils learn about the different backgrounds of other people, such as during the school’s annual ‘cultural week.’ Pupils respect each other’s uniqueness. 11 and 12 February 2025

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

The school has ensured that pupils, including those with special educational needs and/or disabilities (SEND), have access to a broad and ambitious curriculum. The school has carefully set out what knowledge, skills and vocabulary pupils should learn and when. Leaders have worked collaboratively with staff to develop a clear and consistent approach to teaching. As a result, there is a shared understanding of how pupils learn, which underpins leaders’ and staff’s work. The school expertly helps pupils to achieve their full potential.

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

The school’s curriculum provides pupils with the opportunity to study a broad range of subjects in depth. In the sixth form, the curriculum caters for a wide range of students’ interests and potential career pathways. Staff have very strong subject knowledge and benefit from high-quality professional development. They model and use subject-specific vocabulary skilfully. Teachers provide clear feedback that helps pupils to improve their work. This supports pupils to consistently produce high-quality work. Pupils achieve exceptionally well.

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

The school is skilled at identifying pupils who need extra support, both academically and with pastoral care. Teachers adapt their teaching effectively to ensure that pupils with SEND can not only access the learning but can thrive in the classroom. For example, pupils who struggle with their emotions have help to understand their own responses to situations. Consequently, pupils of all abilities, as well as those who are at the early stages of learning English, learn together successfully.

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

The school understands the vital importance of reading for pupils’ futures. It identifies how well pupils can read and understand texts. Pupils who need extra help to read receive effective support from well-trained staff. Pupils quickly develop the reading and comprehension skills they need to become confident and fluent readers. They are encouraged to read a range of ambitious and diverse texts as part of the school’s well- considered reading programme. The successful focus on reading continues in the sixth form. This supports a positive culture of reading throughout the school.

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

The school has high expectations of how pupils should conduct themselves. Pupils treat one another and staff with respect and care. Pupils’ movement along corridors is purposeful and calm. Pupils are motivated to do well and have excellent attitudes to their learning. The school identifies and supports effectively those pupils and families who are struggling with attendance. As a result, pupils’ rates of attendance are improving well.

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

The school’s personal development provision and careers programme are very thoughtfully planned and delivered. Pupils’ learning is enriched with an exciting range of activities and educational visits, including the popular ‘scholars programme.’ Pupils have meaningful opportunities to learn about the world of work and different careers. The school deploys past alumni well, to support pupils to think about their lives and careers beyond the school. Pupils relish the challenge of leadership responsibility, including the UNICEF ambassadors who help to celebrate diversity and inclusion in the school. 11 and 12 February 2025

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Students in the sixth form are excellent role models. They organise school events, deliver assemblies, lead clubs and act as mentors to younger pupils. Ongoing well-being and mental health support ensures that students not only feel supported in school but also develop a toolkit of strategies to help support them when they leave. This means that they are very well prepared for their next steps.

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The school is not complacent. Leaders, including governors and trustees, are constantly striving to be better. They are thoughtful in their work. They consider the impact and progress of the school’s actions carefully, to make sure that it is having the intended impact. Staff are proud to work at the school. They feel well supported and say leaders are considerate of their workload.

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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 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 second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016.

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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. 11 and 12 February 2025

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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). 11 and 12 February 2025

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provision

Number of pupils on the school roll 1477

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form

Dates of previous inspection 29 and 30 January 2020 under section 8 of the Education Act 2005

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Information about this school

 The school has a specially resourced provision for pupils with SEND. There are currently 10 pupils educated in the unit. They have social, emotional, and mental health needs.  The school currently uses two registered alternative provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 11 and 12 February 2025

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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 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 principal and senior leaders.  The lead inspector met with members of the trust board, including the chair of trustees and spoke with a representative of the local authority.  To evaluate the quality of education, inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at a sample of pupils’ work. Inspectors spoke with several groups of pupils and also considered pupils’ opinions expressed through the pupil questionnaire. Inspectors observed pupils’ behaviour at breaktimes and lunchtime.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

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 safeguarding that puts pupils’ interests first.  Inspectors reviewed information about the personal, social, health and economic education curriculum and spoke with leaders. An inspector also reviewed the support provided for pupils to read.  Inspectors looked at a sample of school records and spoke to staff in relation to behaviour, bullying and attendance.  The inspectors took account of a range of other information, including the school’s development plans, policies and governing board minutes.  Inspectors met with groups of staff and considered the views expressed through Ofsted’s online staff survey.  Inspectors took account of the views expressed through Ofsted Parent View.

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Inspection team

Sam Johnson, lead inspector His Majesty’s Inspector

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Inspection team

Duncan Kamya Ofsted Inspector 11 and 12 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 children looked after, safeguarding and child protection.

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