Burley Primary School 'requires improvement', say Ofsted inspectors

BURLEY Primary School has been downgraded to ‘requires improvement’, according to the latest Ofsted report.

Government inspectors said pupils at the school – previously rated as ‘good’ in 2017 – were “not always taught the key knowledge they need to make strong progress”.

The report also criticised teachers’ abilities to “adapt” the curriculum for pupils with special educational needs or disabilities.

Following a two-day inspection in June, the Ofsted team found the school “requires improvement” in the quality of its education and early years provision.

Although it gained the second lowest grade overall, the school in Church Lane was rated ‘good’ for behaviour and attitudes, personal development and leadership and management.

Acting executive head teacher Nanette Allies said: “We respect the overall findings of the report and are determined to address the challenges raised, working closely alongside the local authority.

“All staff fully understand the key priorities that have been identified and a clear plan is in place to action these.

“Indeed, work is already underway to refine our curriculum and streamline our assessment systems.

“We are continuing to keep parents informed about this ongoing work and remain committed to doing all we can to rapidly turn around the current rating.”

The Ofsted report found the school needed to improve its teaching of foundation subjects and early years provision, adding: “Teachers do not know the essential knowledge that pupils should learn.

“This means that pupils are not always taught the key knowledge they need to make strong progress.”

It added: “Teachers do not consistently incorporate effective assessment opportunities into their foundation lesson designs.

“Nor do they always utilise opportunities within the lesson to check that all pupils are developing the intended understanding.

“Misconceptions are not consistently identified or addressed.”

Inspectors found that “not all teachers adapt the curriculum to best effect” for pupils with special educational needs and disabilities.

They went on: “Staff do not ensure small step targets are precise with well-matched provision that is reviewed regularly with leaders. This can slow pupils’ learning.”

But inspectors found every pupil “receives a warm and positive welcome” each morning, and that staff “care for pupils very well and get to know them as individuals”.

It was also noted the school “rightly” prioritises English and maths, that pupils behave well and safeguarding provisions are “effective”.