Burpham Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Burpham Primary School Burpham Lane, Burpham, Guildford, Surrey GU4 7LZ

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Outcome

Burpham 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 Jo White. This school is part of Learning Partners 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) Jack Mayhew, and overseen by a board of trustees, chaired by Andrew Isherwood.

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What is it like to attend this school?

Pupils at Burpham enjoy a rich, engaging curriculum and a wide range of opportunities, which support them to, ‘spread their wings and fly high’. The school is ambitious and has high expectations for all pupils. Pupils are enthusiastic and work hard. As a result, pupils achieve exceptionally high standards. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils behave well. They feel safe and happy at school. A strong, inclusive culture, shaped by leaders’ deep understanding of their pupils needs, underpins this. Pupils appreciate the calm, respectful environment, where routines and expectations are clear. Outdoor learning opportunities successfully support pupils’ engagement and behaviour. Pupils enjoy and value these activities, which help to bring learning to life. They speak positively about feeling cared for and included.

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What is it like to attend this school?

Pupils love to read. They enjoy many different opportunities to explore stories and texts. Older pupils support younger children with their reading. The school’s ‘reading ambassadors’ are excellent role models. They are proud of their work, which has led to book corners in every classroom, book swaps and a reading gazebo on the playground. Pupils are proud that this work also supports the environment by recycling the books they enjoy. 24 and 25 June 2025

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

The school has designed a curriculum that is broad and ambitious. It includes activities pupils find interesting and enjoyable. This starts in the early years, where teachers start to encourage writing by using stories the children know and love.

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

The teaching of early reading is a strength. Phonics is taught with precision and consistency. High-quality training and coaching leads to excellent teaching. Teachers check progress regularly. Pupils who fall behind receive support to catch up and make good progress. Pupils confidently use their phonics knowledge in reading and writing. Teachers identify pupils with SEND early. Their needs are accurately understood. They are expertly supported by multisensory approaches and precise teaching to achieve well in all areas.

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

Pupils are confident writers. Younger pupils apply grammar and punctuation with increasing independence. Teachers encourage pupils to talk about their writing with each other to develop their ideas. They provide effective support and guidance to help all pupils learn and achieve. Through the wider curriculum, pupils receive lots of opportunities to practise their writing. Older pupils start to use more complex words and phrases. They understand how to improve their work.

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

The school makes sure the wider curriculum is challenging and engaging for all pupils. For example, in art, pupils learn about a wide range of artists and designers. They also have opportunities to create and design for themselves. Younger pupils enjoy experimenting with paints, using what they know about colour mixing. Older pupils paint using different tones and shades and explain how artists and designers influence their own work. In design technology, younger pupils enjoy planning and making a healthy fruit salad. Older pupils use their prior knowledge to make choices about the appropriate stitch to use when making a puppet. Pupils are encouraged to regularly evaluate their work and to make suggestions about possible improvements.

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

Pupil behaviour is strong across the school. In lessons, pupils engage, show respect and eagerly share their learning. They demonstrate high levels of cooperation. Pupils who need additional help to manage their feelings and behaviours receive this support from skilled staff. At playtimes, pupils interact well, showing kindness to each other. The playground is well organised with purposeful activities. Staff are highly visible, vigilant and foster a calm, inclusive environment.

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

Attendance is a high priority and the majority of pupils attend regularly. The school takes swift and effective action to support families when attendance drops below what is expected.

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

Pupils are well prepared for life beyond school. The school has designed the curriculum to help pupils develop empathy, understand inclusion and respect diversity. Pupils value a 24 and 25 June 2025

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wide range of enrichment and leadership opportunities. These build confidence and develop their responsibilities. The ‘eco rangers’ are proud of the work they do around the school. Pupils know how to make healthy lifestyle choices. Transition to secondary school is carefully supported. This helps pupils to feel confident and ready for their next steps.

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The school is well led and managed. Leaders have adapted to changes over time. They make sure the school is meeting the needs of all pupils. Staff development and well-being is supported and prioritised by leaders. The trust provides support, as well as opportunities for the school to share what they do well with others.

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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 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 predecessor school, Burpham Primary School, to be outstanding for overall effectiveness in March 2017.

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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. 24 and 25 June 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). 24 and 25 June 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This school is part of Learning Partners Academy Trust.  This school runs a breakfast- and after-school club for pupils.  This school currently uses one registered provider of alternative provision and one unregistered provider of alternative provision.  The school has a specially resourced provision for 13 pupils with speech, language and communication needs.

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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 24 and 25 June 2025

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taken that into account in this evaluation of the school. The inspector met with the headteacher, deputy headteacher and other leaders.  The inspector met with representatives from the governing body, the CEO and the chair of trustees.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. They held discussions about the curriculum and spoke to staff. The inspector heard pupils read to a familiar adult.  The inspector observed pupils’ behaviour in lessons, around the school and at lunchtime. The inspector spoke with pupils about their views of the school and their learning, behaviour and safety.  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 responses to Ofsted’s online questionnaire for staff and pupils. They also spoke to parents and took into account the views of parents and carers using Ofsted’s online survey for parents and carers, Ofsted Parent View, including comments received via the free-text facility.

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Inspection team

Charlotte Wilson, lead inspector Ofsted Inspector 24 and 25 June 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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