Burgh by Sands School

Burgh by Sands School

Address: Burgh by Sands, Burgh By Sands School, Carlisle, Cumbria, CA5 6AP Unique reference number (URN): 112106

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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

Attendance is well above the national average. This includes the attendance of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. While leaders have suitable strategies in place to help remove any barriers that may get in the way of pupils attending school regularly, these are rarely needed. The proportion of pupils who are persistently absent is extremely low. This positive picture has been consistent over time. Pupils enjoy school and parents and carers ensure that their children attend regularly.

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Attendance and behaviour Expected standard

Staff consistently follow the school’s behaviour policy to ensure that pupils behave well. As a result, the school is typically a calm place where pupils feel safe, included and respected. Pupils and children in the early years move around the school sensibly. Transitions are quiet and well organised.

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Attendance and behaviour Expected standard

Pupils know that staff care for them. There are effective strategies in place to support pupils with SEND, including those with social, emotional and mental health needs. As a result, pupils have consistently positive attitudes towards school. Disruption to learning is rare and, when it occurs, staff deal with it kindly and effectively.

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Early years Expected standard

Leaders ensure that children get off to a positive start in the early years. Leaders have a clear understanding of the context and starting points of children. They work effectively with parents and carers to ensure a smooth transition into school. All staff know the children very well. Adults support children to develop their independence. Children are happy and safe, and they want to learn. High ‑ quality interactions promote children’s language development effectively.

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Early years Expected standard

The curriculum supports children’s learning and progress. It identifies what children need to know and remember. Leaders ensure that children develop the basic foundational knowledge that they need to become effective learners. Children secure their knowledge of phonics to be able to read and write. They practise what they have learned in early mathematics. Leaders identify the needs of children with special educational needs and/or disabilities (SEND) and put appropriate support in place. Children, including those with SEND, achieve well.

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Early years Expected standard

Warm and caring relationships mean that children develop a sense of belonging. Leaders ensure that routines for safety, intimate care and daily checks are robust. Typically, children make appropriate progress from their starting points and are well prepared for key stage 1.

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Personal development and wellbeing Expected standard

Leaders have designed a carefully sequenced, broad and inclusive personal development programme which builds knowledge from the early years to Year 6. This programme prepares pupils well for the next stage of their education. Leaders place importance on

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Needs attention

pupils’ wider development through a broad range of experiences. The curriculum is further enriched through a wide variety of visits, including a residential stay.

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Needs attention

Pupils are proud of their school. They understand the importance of belonging to the school community and they show this in the way they treat others. They say that everyone gets on with each other. Pupils take on responsibilities as school councillors, playleaders and assembly helpers. They relish these opportunities and happily give up their time to help other pupils and staff with the smooth running of the school. Older pupils are trained in first aid. These experiences prepare pupils well for the responsibilities they will have in the future.

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Needs attention

Pupils develop their knowledge through the well-designed personal development programme. They understand what makes a healthy relationship, and they have an age- appropriate understanding of the concept of consent. Leaders ensure that pupils understand how to make sensible choices and stay physically and mentally healthy. Pupils learn about life in modern Britain and can explain concepts such as democracy and respect. They learn about the different faiths and cultures represented across the country.

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Needs attention

The school offers a range of extra-curricular activities including messy play, cricket coaching and construction clubs. There are trips to a farm, a local museum and a wildlife park. Older pupils experience a residential trip to London and pupils are encouraged to walk one of the famous Wainwright fells. Experiences like these build confidence and resilience and prepare pupils well for the future.

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Achievement Needs attention

Published data shows that pupils’ attainment in reading, writing and mathematics is below the national averages. Compared with the data at schools in similar contexts, the school’s outcomes are well below average in some areas. This means that a number of pupils are not as well prepared for their next steps in learning as they should be. This is because they have not benefited from high expectations and consistently effective teaching that builds their knowledge securely.

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Achievement Needs attention

Across subjects, pupils’ progress through the curriculum has been hampered by uneven learning experiences over time. Pupils, including those with special educational needs and/or disabilities, do not achieve all that they should. Some pupils benefit from appropriate support to fill gaps in their learning. However, this support is not consistent.

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Achievement Needs attention

Leaders have identified these issues, and work is underway to bring about improvement. Nonetheless, some pupils have not secured the basic knowledge that they need in reading, spelling, grammar and mathematics. This means that they find it hard to apply their knowledge accurately and are not ready for the next stage of their education.

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Curriculum and teaching Needs attention

Leaders have ensured that there is a broad and balanced curriculum in place. They have identified the key knowledge and skills pupils should learn. The curriculum is designed to help pupils to build their knowledge securely over time. Despite this ambitious intent, the way in which the curriculum is taught varies across the school. The recently appointed leaders are aware of the inconsistencies in the learning experiences that pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, receive. However, their work to address this is at an early stage.

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Curriculum and teaching Needs attention

Assessment across the school is variable. Pupils’ basic errors are not addressed swiftly enough by staff. For example, misconceptions such as incorrect spelling of common words and insecure understanding of place value in mathematics continue. As a result, these errors persist for longer than they should. This hinders pupils from building foundational knowledge securely over time. Leaders should provide training for staff so that they quickly develop the expertise to deliver the curriculum effectively and to address gaps and misconceptions swiftly.

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Inclusion Needs attention

Leaders have identified the right priorities to improve their approach to inclusion. They are strengthening the school’s support systems so that teachers can assess pupils’ needs more accurately and put timely and effective provision in place for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. This work is at an early stage.

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Inclusion Needs attention

The recently appointed leaders have begun to take swift action to address how pupils with SEND and other vulnerable pupils are identified. Leaders are knowledgeable and are very clear about what needs to be done to ensure that provision is improved. Teachers have, in the past, worked hard to adapt the curriculum for pupils who have barriers to learning. However, leaders are aware that these adaptations are not always as appropriate as they should be. Plans are in place to provide expert training for staff so that they become skilled in making adaptations which are well matched to pupils’ needs. The school is now planning to work with external agencies, including a local special school and specialist advisory teachers. This will further develop teachers’ understanding of how to make appropriate adaptations to the curriculum and how to assess and review the impact of these adaptations.

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Leadership and governance Needs attention

The school has been through a period of considerable change. The very recently appointed leadership team are new to their roles. However, they have an accurate view of where weaknesses lie and are taking appropriate action to address these. Working with the support of the local authority, leaders are focused on improving key aspects of the school's work, such as strengthening the support for pupils with special educational needs and/or disabilities and pupils who face other barriers to their learning and/or wellbeing. Leaders are working to raise ambition and expectations for all pupils. Even so, much of this work is at an early stage, and too many pupils have gaps in their foundational knowledge. This means they are not ready for the next stage of their education. Governors understand and fulfil their statutory duties. They have recently undergone professional training to improve their oversight of the school’s work. Support from the local

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Leadership and governance Needs attention

authority and decisive action by governors and school leaders are helping to stabilise the school and support future improvement.

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Leadership and governance Needs attention

During this period of change, leaders have kept pupils' best interests at the forefront of their minds. They have supported staff wellbeing and sought to minimise any increase in staff workload. Staff are positive about the changes being made. Parents and carers are typically positive about the school.

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

Pupils arrive eager to start the day at Burgh-by-Sands. They enjoy warm and positive relationships with adults and with one another. This helps them to feel part of the school community. Attendance is consistently high. Pupils benefit from a range of activities beyond the classroom such as instrumental music lessons and sports clubs. Careful consideration is given to preparing pupils for life beyond school. They are encouraged to take on responsibilities and become active members of the school community.

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

Pupils, and children in the early years, settle quickly to the routines and expectations of the school day. Pupils typically show positive attitudes towards learning. However, some pupils do not learn as well as they should. Although staff provide helpful support for many pupils, including pupils with special educational needs and/or disabilities (SEND), the adaptations that teachers make for these pupils are not consistently effective across the school. This means that some pupils, including those with SEND, do not learn as well as they should.

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

In lessons, pupils typically concentrate and work cooperatively. Even the youngest pupils quickly learn to manage their belongings and to follow the school’s high expectations of their behaviour. Pupils are courteous and polite towards each other, staff and visitors. Bullying is rare and pupils know that staff will deal with any concerns quickly and fairly. Pupils are safe in school. They know who to talk to if they have any worries.

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

Children in the early years thrive. This is because routines, expectations and high-quality interactions are firmly embedded. Staff focus on developing spoken language, which helps children to quickly develop their communication skills. Children grow in confidence as they enjoy exploring purposeful and engaging learning environments.

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

The school’s published data shows that pupils’ attainment has been below national expectations for some time. This is because staff have not received the training they need to teach the curriculum effectively and to use assessment to check what pupils know.

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Next steps

Leaders should ensure that gaps in pupils’ knowledge and skills are identified and addressed quickly so that pupils can build on their foundational knowledge and make progress through the curriculum.

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Lead inspector:

Cleone Cunningham, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Leaders should continue to raise aspirations for what pupils can and should achieve so that pupils' attainment, including in published outcomes, improves and is at least in line with similar schools nationally. Leaders should continue to develop staff expertise in delivering the curriculum, including adapting the curriculum for pupils with special educational needs and/or disabilities, so that all pupils are able to learn the curriculum well. Leaders and those responsible for governance should ensure that senior leaders understand the quality of the curriculum and pupils’ outcomes accurately, and that regular support and challenge secure rapid improvement.

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About this inspection

The chair of the board of governors in this school is Andrew Johnson.

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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

This inspection took place from 9 to 10 September 2026.

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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 and other members of the school’s leadership team. Inspectors also spoke with members of the governing body, and a representative of the local authority.

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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 currently uses no alternative provision.

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About this inspection

Headteacher: Jonathan Redman-Stewart The inspector(s) used this data during the full inspection on 9 September 2026

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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 6 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 needs support 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

2022/23 (final) 64% 60% 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

2022/23 (final) 71% 73% 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

2023/24 (final) 73% 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) 67% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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. 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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