Stanley Burnside Primary School

Stanley Burnside Primary School

Address: Mendip Terrace, South Stanley, Stanley, County Durham, DH9 6QP Unique reference number (URN): 114033

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders have strengthened their strategies for improving pupils' attendance. Attendance has improved due to robust systems and effective work with families. This includes removing barriers through a parental hub. Pupils who have found it difficult to attend school due to their social and emotional needs have been offered a range of support to help them reintegrate successfully. This has led to a decrease in the number of pupils who are persistently absent.

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Attendance and behaviour Expected standard

Across the school, pupils typically behave well. They generally take their learning seriously and move calmly around school. Staff know families well, and parents speak highly of the support that their children receive. Pupils feel a sense of belonging. Staff draw on external expertise and use a range of strategies, including for some pupils with special educational needs and/or disabilities. This has further reduced the incidents of poor behaviour in lessons and during social times. It has also led to a reduction in suspensions. Pupils treat one another with respect and say bullying is rare.

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Attendance and behaviour Expected standard

Staff have received training to ensure they take a consistent and restorative approach to helping pupils to behave well. They use various tools, including adapted methods for pupils with non-verbal communication needs and explicit teaching for pupils joining key stage 2. Staff use rewards such as golden wristbands to celebrate good behaviour.

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Inclusion Expected standard

Leaders prioritise inclusion. Every pupil is seen and valued, regardless of their background or starting point. Systems to identify pupils' individual needs and to address barriers to learning, including the needs of disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known or previously known to children’s social care, have been strengthened recently.

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Inclusion Expected standard

When necessary, leaders draw on specialist advice to shape the support for pupils. Through a range of pathways and provisions around the school, pupils receive bespoke teaching. The impact of this comprehensive approach can be seen in the development of pupils’ emotional wellbeing. It has also secured improved behaviour across the school and better attendance. Leaders' evaluations of pupils' academic progress are less accurate, so gaps in knowledge have widened in reading, writing, handwriting and spelling for some pupils.

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Inclusion Expected standard

Leaders provide appropriate training to equip staff to help them meet the diverse needs of pupils. They generally make suitable adaptations in their lessons to enable pupils with SEND to fully participate.

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Inclusion Expected standard

Leaders use additional funding effectively to strengthen teaching, provide targeted academic support and enrich pupils' experiences. Alternative provision is commissioned appropriately and in the best interest of pupils.

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Personal development and wellbeing Expected standard

The school has a well-designed programme for personal development and wellbeing. The programme begins in the early years, where children learn to mix with 2-, 3-, and 4-year- olds in the same space. From the very start of their schooling, pupils are taught the importance of regulating their emotions and respectful relationships. They also learn about how to keep their bodies and minds healthy. Through the curriculum, pupils are taught how to keep safe online and manage risks they may face in their own community.

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Personal development and wellbeing Expected standard

Pupils understand and practise the importance of respect and tolerance. They enjoy building their collection of awards when they exemplify the school's values of resilience, respect, independence, health and equality. Pupils discuss these values confidently. A small number of pupils do not recall what they have learned about world religions, cultures and fundamental British values consistently well.

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Personal development and wellbeing Expected standard

Pupils’ experiences are widened by a considered programme of educational visits, school visitors and enrichment clubs. Leaders monitor attendance and ensure disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and those known or previously known to children’s social care are enabled to attend. Staff adapt the curriculum for pupils with SEND to ensure it is accessible to them and enables them to keep safe and understand changes to their bodies.

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Personal development and wellbeing Expected standard

Pupils are given a voice and develop agency through membership of committees, such as the eco, diversity, and health and safety committees. They report to the pupil leadership team, which has had an impact on improving the school environment and the types of after- school clubs offered.

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Personal development and wellbeing Expected standard

Leaders introduced a programme of events to raise pupils' career aspirations, including visits by the police, RNLI and Dogs Trust. Pupils hear from local employers and gain an understanding of the breadth of jobs available within a company.

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Achievement Needs attention

Some children in the early years and pupils in key stage 1 and lower key stage 2 do not secure the basic skills in reading, writing and number facts required to become fluent readers, writers, and mathematicians. This is shown by the decline in outcomes for the phonics screening check and the Year 4 multiplication tables check. However, by the end of key stage 2, pupils generally acquire the knowledge they need to be ready for the next stage of education.

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Achievement Needs attention

Despite leaders' ambitions, a significant number of pupils with special educational needs and/or disabilities still do not achieve as highly as they could.

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Achievement Needs attention

Pupils' achievement across the curriculum varies. For example, in science, pupils can talk knowledgeably about their learning and think scientifically by comparing the properties of materials, using appropriate terminology. However, in other subjects, they find it hard to recall what they have studied. For instance, they could not explain the purpose and features of Roman forts, following a recent educational visit and teaching focused on this knowledge.

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Curriculum and teaching Needs attention

Leaders have only recently started to address gaps in pupils' basic skills, such as handwriting, punctuation, and spelling. They have not ensured that younger pupils in the early stages of reading and writing receive the support that they need to catch up. Time in lessons is not used effectively to help pupils practise their reading and writing. Teachers do not deliver the school's phonics scheme consistently well. Sometimes, they do not insist that all pupils join in or that they are reading accurately. Pupils with special educational needs and/or disabilities are not routinely provided with the support they need to help them make progress from their starting points.

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Curriculum and teaching Needs attention

Since the last inspection, leaders have developed the curriculum, and this has improved pupils' enjoyment and interest. The curriculum is thoughtfully enriched by appropriate visits to local places of interest. However, at times, teachers do not present important knowledge clearly. Pupils therefore struggle to recall key concepts.

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Curriculum and teaching Needs attention

Teachers' subject knowledge is enhanced through ongoing training. Leaders have ensured that there are systems in place to check pupils' understanding over time. However, teachers do not identify gaps in pupils' knowledge in lessons carefully enough to ensure that pupils have secured the new knowledge or skill that has just been introduced.

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Early years Needs attention

Leaders lack sufficient ambition for older children in the mixed 2-, 3-, and 4-year-old provision. This results in Reception children not consistently receiving opportunities during the day to fully embed, deepen, and extend their newly gained knowledge. The curriculum outlines how children’s learning should develop over time. However, there is inconsistency in its implementation, which hampers their readiness for key stage 1. Generally, the 2- and 3-year-olds begin their learning and development securely, but this is less consistent during the Reception Year.

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Early years Needs attention

Children behave well and interact positively with one another. They benefit from daily story time where they hear teachers reading to them. This provides them with opportunities to repeat the refrains and become more familiar with a wider range of vocabulary. Children are articulate and enjoy recalling the story to adults throughout the day. Some children remembered all the ingredients they had needed to make gingerbread men earlier in the week. Children usually stay focused and work well with adults and peers, as well as independently.

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Early years Needs attention

High-quality adult interactions support pupils in developing their language and vocabulary. Children are taught the skills they need to read and write through daily phonics. However, they have limited opportunities to apply these skills, which restricts progress and fluency. Leaders engage well with parents and carers, particularly when identifying needs and barriers.

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Leadership and governance Needs attention

Leaders and governors do not consistently address priorities with the required urgency. They have not addressed the ongoing decline in the number of pupils passing the phonics screening check quickly enough or the declining proportion of pupils ready for Year 1. However, they do know the school well. Leaders have focused on meeting the various social, emotional and wellbeing needs of pupils who have special educational needs and/or disabilities (SEND).

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Leadership and governance Needs attention

Leaders and governors have recently taken steps to address gaps in pupils' reading, writing, spelling, and handwriting knowledge. There are early signs in some year groups that these efforts have made a positive difference. There remains some inconsistency in how well staff apply new strategies, for example in relation to maintaining high expectations that pupils form letters and numbers accurately, as well as spell and use capital letters correctly.

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Leadership and governance Needs attention

Governors are committed to the school. They understand the school’s context and the increasing complexity of pupils’ needs. They recognise where their challenge has made a positive difference, such as improving attendance and ensuring additional funding supports disadvantaged pupils. They also recognise the need to continue checking and challenging leaders’ actions to ensure that these lead to better academic outcomes for pupils as they move through the school.

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Leadership and governance Needs attention

Staff say that leaders are mindful of their welfare and workload. They feel valued and appreciate the professional learning that they access, including the training they have received to support pupils with SEND. Leaders have built constructive relationships with parents, carers and the wider community. Parents appreciate the school's support.

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What it's like to be a pupil at this school

Stanley Burnside is an inclusive school, where all pupils are welcomed and valued. Pupils build positive relationships with staff who know them well. They usually behave well and show courtesy and respect. If bullying occurs, teachers address it swiftly. Pupils feel happy and safe in school. Through the curriculum, assemblies and visiting speakers, they learn how to stay safe online and in the community.

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What it's like to be a pupil at this school

As pupils journey through the school, they enjoy their experiences both in and outside of lessons. They especially enjoy visits to local places of interest, as they say ‘it makes learning real.’

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What it's like to be a pupil at this school

By the end of key stage 2, pupils generally achieve well. However, younger pupils do not master the key skills needed to read and write fluently. In most year groups, pupils often do not write letters and numbers accurately. They frequently spell basic words incorrectly or do not use capital letters properly.

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What it's like to be a pupil at this school

Leaders work hard to identify the barriers pupils might face, including pupils who have special educational needs and/or disabilities. They identify support to help pupils overcome many challenges. This has led to improved attendance and more access to learning in class. Additionally, staff teach pupils how to keep their bodies and brains healthy. The school values are embodied by the ‘Burnside bunch’, a group of dinosaurs representing each value. Pupils enjoy earning badges that recognise when they have demonstrated one of the values. Through assemblies, the curriculum, and community activities, pupils gain an understanding of why everyone should be treated equally. They recognise and demonstrate the importance of being respectful and tolerant. Pupils are well prepared for life beyond school. Parents are supportive of the school. They say that they benefit from a range of life courses provided by the school.

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Next steps

Leaders should ensure that checks on pupils' learning in class and during any wider support are used effectively to identify and address gaps in pupils' understanding, including those with special educational needs and/or disabilities. Leaders should guide staff in teaching pupils the foundational knowledge needed to learn well and achieve their best in statutory assessments, such as the phonics screening and multiplication tables checks. Leaders should ensure that staff provide children in the early years provision with tasks and resources that are sufficiently ambitious so that they are better prepared for the next stages in their education. Leaders should ensure that pupils develop a secure and detailed knowledge of fundamental British Values.

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About this inspection

The chair of the board of governors in this school is Miss Anna Bowden.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other leaders, governors and a representative from the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 alternative provisions, including one that is unregistered.

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Team inspectors:

Malcolm Kirtley, Ofsted Inspector Amy Cookson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 62% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 68% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 65% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 68% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 50% 47% Close to average

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national average

2023/24 (final) 41% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 56% 63% Close to average

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average

2023/24 (final) 59% 62% Close to average

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 56% 59% Close to average

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average

2023/24 (final) 47% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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