Bursley Academy

Bursley Academy

Address: Bursley Way, Bradwell, Newcastle, Staffordshire, ST5 8JQ Unique reference number (URN): 138043

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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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Achievement Expected standard

Pupils attain broadly in line with national averages at the end of key stage 2, with mathematics being a notable strength. Across the school, pupils develop secure foundations in reading, writing and mathematics. Leaders have rightly focused on this since the last inspection. Leaders have built the curriculum around quality texts. This supports pupils’ language acquisition well and helps them to develop a broad vocabulary. Pupils use this vocabulary with increasing confidence in their spoken language.

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Achievement Expected standard

Across the curriculum, pupils generally gain the knowledge they need to be ready for the next stage of learning. However, sometimes, the quality of work in books is variable. Pupils who are disadvantaged and those with special educational needs and/or disabilities make suitable progress from their starting points. However, on occasion, activities are not well matched to their ability. This sometimes means pupils do not make the progress they are capable of.

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Attendance and behaviour Expected standard

Leaders have a robust approach to managing attendance. They have clear reporting systems in place and work with families to understand the barriers they face to regular attendance. They know their families well. Leaders use this knowledge to develop and implement bespoke support to improve attendance and reduce persistent absence. This work is typically effective. Leaders work closely with outside agencies to signpost families to further support when needed. They communicate the importance of attendance through a range of means, for example through the school newsletter. As a result of leaders’ actions, pupils’ attendance is typically in line with the national average for all groups of pupils.

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Attendance and behaviour Expected standard

Around school, pupils show respect for staff and for each other. In lessons, while most pupils listen carefully and try their best, some pupils do not always demonstrate dedication to their learning. During social times, pupils play cooperatively with each other and involve those who need help to participate. They move sensibly and calmly from one activity to another. Bullying is rare. Staff do not accept any form of discrimination. Pupils are clear that if it does happen, adults deal with it quickly and effectively. Recently, leaders have implemented a restorative approach to behaviour. This has had a positive impact on pupils’ understanding of why some pupils find it more difficult to make the right choices.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have worked swiftly to improve the curriculum. As a result, the curriculum is broad and balanced. It is well sequenced and allows pupils to build on their learning over time. This is particularly effective in mathematics and English.

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Curriculum and teaching Expected standard

Leaders have implemented a clear structure for lessons. This supports pupils, including those who are disadvantaged or have special educational needs and/or disabilities, through modelled examples and scaffolded support before they work independently. Occasionally, the implementation of the curriculum does not precisely match pupils' needs. When this happens, opportunities to move learning on or challenge learning are not as highly effective as they could be. Generally, pupils who need them benefit from adaptations to learning. Teachers use resources such as word banks, visual timetables and scaffolded resources to further support pupils in some classes.

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Curriculum and teaching Expected standard

Phonics is taught well. Leaders ensure that pupils who have not yet secured the phonics knowledge they need are supported to catch up. This is effective. Since the last inspection, leaders have focused on developing pupils' core literacy knowledge, particularly handwriting and spelling. This is beginning to have a positive impact on pupils' writing fluency. Mathematics teaching is a strength and pupils' number fluency is well embedded. Where gaps are present in pupils' key knowledge, leaders take action to close them quickly.

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Early years Expected standard

Children make a positive start to their school life in the early years. Staff foster warm and caring relationships. These help children feel safe and secure. Routines and expectations are clear. Children settle quickly into the setting because they know what adults expect of them.

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Early years Expected standard

The curriculum in the early years is well structured. Leaders have broken it down carefully into small steps so that children gain the knowledge they need to be ready for Year 1. They have structured learning around key texts to support children’s vocabulary development. The indoor learning environments are well resourced and language-rich. Outdoor learning mostly provides physical development opportunities. This means that sometimes children do not get the chance to practise writing and mathematics while outdoors. Staff are well trained and competent at engaging with children. They mostly use their interactions well to support children's learning. However, sometimes, adults miss opportunities to maximise these interactions to deepen children’s thinking.

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Early years Expected standard

Staff know their children well. They adapt the curriculum to meet children's different needs. Positive relationships with families support children’s confidence. Effective pastoral support helps children who need it. Overall, children achieve well and are ready for Year 1 by the end of the Reception Year.

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Inclusion Expected standard

Leaders have clear systems and processes in place to identify pupils’ needs quickly. They strive for all pupils to access learning alongside their peers. Staff receive training to support pupils to access the full curriculum. This is usually effective. Leaders have taken steps to ensure that staff make suitable adaptations to their teaching. This support mostly helps to reduce pupils’ barriers to learning. However, there is some variability in the effectiveness of these adaptations in some classes.

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Inclusion Expected standard

Leaders work effectively with external agencies, specialists, parents and carers to ensure pupils get the support they need. Leaders work effectively with the virtual school. This means that pupils who are known or previously known to social care receive the resources and support they need to flourish. Leaders make some checks to ensure the provision for vulnerable pupils is effective. They check that targets are appropriate and achievable. They review pupils’ progress with parents regularly. This enables parents to understand the support their child receives. Leaders have clear expectations of staff to support pupils in developing independence. They use the pupil premium funding effectively. Generally, this means pupils are ready for their next stage of education.

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Leadership and governance Expected standard

Leaders have fostered a true sense of community and a shared ethos in the school. Leaders are the champions of everyone within the school. They value each member of the community and have high aspirations for their pupils. Leaders know their school well. They have accurately evaluated the school’s strengths and where they need to make improvements. Leaders are outward facing and actively engage external professionals and specialists to support the needs of staff and pupils alike. Leaders check the impact of their actions carefully. They know that continuing to develop their analysis of this impact will further strengthen their provision.

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Leadership and governance Expected standard

Leaders ensure that staff, including those at the earliest stages of their careers, access high-quality professional learning. For example, recent training on behaviour management has strengthened staff confidence in dealing with behaviours in a restorative way. This training equips staff well to support the needs of their pupils effectively. Staff are proud to work at the school. They appreciate that leaders are approachable and mindful of their workload. Parents and carers are typically positive about the school and the support their children receive.

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Leadership and governance Expected standard

Governors and trustees are advocates for the school and are proud to belong to the community. They receive appropriate information and provide effective support and challenge to leaders. They understand their roles and statutory responsibilities well. Collectively, those responsible for governance and other leaders make decisions in the best interests of pupils. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

The personal development programme supports pupils effectively. Leaders have adapted the offer appropriately so that all pupils can access it effectively. The personal, social, health and economic education curriculum is effective. It ensures pupils gain age-appropriate understanding of key topics. For example, pupils talk confidently about how to stay safe online and about fire and road safety. They also understand the importance of healthy relationships and respecting and celebrating differences. Pupils’ knowledge of different cultures and religions is beginning to develop. While pupils show their understanding of fundamental British values in their daily interactions, they are less able to articulate them. Leaders have taken actions to deepen this knowledge, and this is beginning to have an impact.

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Personal development and wellbeing Expected standard

Pupils learn about how to keep themselves healthy, including how to maintain good mental health. Partnership work with other professionals ensures pupils have the skills they need to manage their emotions and live healthy lifestyles. The pastoral offer at Bursley Academy is a strength of the school. Targeted interventions and the use of nurture spaces support pupils to be ready to learn in the classroom. This work has a significant impact on pupils’ ability to manage their own emotions.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a wide range of enrichment opportunities. These include clubs, trips and visits. Leaders choose these carefully to supplement learning in the curriculum, provide pupils with new experiences or to develop pupils’ interests and talents, for example music lessons and sports clubs.

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Personal development and wellbeing Expected standard

Pupils are proud to hold leadership roles in school. These include prefects and school councillors. The range of activities available develops pupils' self-awareness, independence and character. The supportive environment ensures that pupils confidently express their thoughts or ask questions. Pupils develop into thoughtful citizens who are prepared for life in modern Britain.

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

Pupils enjoy coming to Bursley Academy. It is a welcoming and safe place to be. Pupils come to school ready to ‘be respectful, be responsible, be resilient, be Bursley'. Staff greet pupils warmly each morning. Adults know pupils well and support their wellbeing. Relationships between staff and pupils are a strength of the school. Pupils know that staff want them to do their best and help them to break down any barriers they have to their learning.

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

Pupils look after each other and treat everyone with respect and kindness. They conduct themselves well around school and at playtimes. During lessons, many pupils listen well and talk confidently with their peers about their learning. Bullying is rare, but staff deal with it if it does occur. Pupils trust adults to help them if they are worried. Pupils are confident that adults will listen to and help them if they have concerns. They learn how to stay safe online and while in the community.

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

There are a range of opportunities for pupils to develop their leadership skills. For example, mental health ambassadors support pupils with anxiety or those who just need to talk to a peer. Pupils take their responsibilities very seriously and are proud to hold these roles.

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

Pupils attend school well. They have positive attitudes to school and mostly enjoy their learning. Pupils enjoy and appreciate the wide range of enrichment activities that the school offers. These include trips to museums and a residential.

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

Typically, pupils secure the skills they need to be ready for the next stage of their education. Many barriers to learning are removed. This means pupils can achieve well from their starting points. As a result, all pupils, including those who are disadvantaged or have special educational needs and/or disabilities, make progress from their starting points.

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Team inspectors:

Allyson Brown, Ofsted Inspector Darryl Asbury, Ofsted 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.

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Next steps

Leaders should continue to embed behaviour for learning strategies, so that pupils show consistently positive attitudes to learning. Leaders should refine outdoor learning in the early years so that children benefit from the same high-quality interactions and learning opportunities that they experience indoors. Leaders should ensure that teaching is adapted precisely to meet the needs of pupils with special educational needs and/or disabilities and to ensure that the most able pupils continue to deepen and extend their learning.

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About this inspection

This school is part of The Collective Vision 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), Rob Swindells, and overseen by a board of trustees, chaired by Sarah Gribbin.

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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 executive headteacher, the CEO of the trust, senior leaders, staff, governors, and a representative of the local authority during the inspection. Inspectors also spoke with parents, carers and children.

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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

Executive headteacher: Sara Stevenson The inspector(s) used this data during the full inspection on 15 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

2024/25 (final) 67% 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

2024/25 (final) 78% 75% Close to average

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average

2023/24 (final) 71% 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 (final) 76% 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

2022/23 (final) 76% 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

2023/24 (final) 43% 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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national average

2024/25 (final) 54% 63% 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

2023/24 (final) 57% 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

2022/23 (final) 55% 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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national average

2024/25 (3 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 12.3% 14.6% Close to average

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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

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

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