Burbage Primary School
phone: 01298 22278
headteacher: Mrs Julie Ward
327 pupils capacity: 101% full
165 boys 50%
165 girls 50%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 404623, Northing: 372909
- GPS coordinates
- Latitude: 53.253, Longitude: -1.9322
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 3, 2014
- Region › Const. › Ward
- East Midlands › High Peak › Burbage
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Buxton Community School SK179EA (1255 pupils)
- 0.5 miles Peaklands Preparatory School SK176SJ
- 0.5 miles Tor School SK176SJ
- 0.8 miles Buxton Junior School SK179DR (189 pupils)
- 0.9 miles Buxton Infant School SK176QB (181 pupils)
- 1 mile St Thomas More Catholic School Buxton SK176AF (393 pupils)
- 1 mile John Duncan School (Special) SK176RL
- 1.1 mile St Anne's Catholic Primary School SK177AN (301 pupils)
- 1.2 mile Harpur Hill Primary School SK179LP (341 pupils)
- 1.4 mile Fairfield Infant and Nursery School SK177PQ (194 pupils)
- 1.6 mile Fairfield Endowed CofE (C) Junior School SK177NA (171 pupils)
- 1.8 mile High Peak College SK179JZ
- 2.8 miles Adventure Care Ltd SK170TJ
- 3.4 miles Combs Infant School SK239UZ (26 pupils)
- 3.4 miles Peak Dale Primary School SK178AJ (75 pupils)
- 3.4 miles Care Today (Childrens Service) SK170SN
- 3.4 miles Old Sams Farm Independent School SK170SN (5 pupils)
- 3.5 miles The Meadows SK178DJ (4 pupils)
- 3.7 miles Dove Holes CofE Primary School SK178BJ (81 pupils)
- 3.7 miles Flash CofE (C) Primary School SK170SW
- 4.1 miles Hollinsclough CofE (VA) Primary School SK170RH (53 pupils)
- 4.3 miles Turnaround SK170TB
- 4.5 miles Earl Sterndale CofE Primary School SK170BS (26 pupils)
- 4.5 miles Chapel-en-le-Frith High School SK230TQ (921 pupils)
Burbage Primary School
Cavendish Avenue, Burbage, Buxton, SK17 9AE
|Inspection dates||3–4 July 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress in reading, writing |
Good teaching means that pupils make good
Teachers’ feedback to pupils during lessons
Pupils are happy in school and committed to
Pupils behave exceptionally well and their
and mathematics and reach standards above
progress from Reception class to Year 6. Most
teachers use their good knowledge of what
pupils can already do to plan work which
challenges and interests their pupils.
gives them a good understanding of how to
improve their work.
their learning across all subjects.
very positive attitudes to their learning help
them to make good progress.
| Pupils feel very safe in school. They enjoy their |
The headteacher’s commitment to
Governors have undertaken extensive training
work and bring determination to their learning.
The great warmth of relationships across all
groups is praised by staff, pupils and most
improvement is shared by all staff and
governors. This has been effective in improving
teaching and raising achievement.
so that they have become skilled in checking
the work of the school and holding staff to
account. They plan and budget carefully to
maximise the school’s strengths and bring
about systematic improvement.
| The good progress in developing teachers’ |
skills in checking what pupils’ know, in order
to plan high levels of challenge, is not yet
consistent across all classes.
| Some pupils are not yet receiving enough |
feedback in their work to help them to make
the highest levels of progress.
Information about this inspection
- Inspectors observed teaching in all classes and visited 18 lessons. They were accompanied by
the headteacher in four lessons.
- The inspection team held discussions with pupils, parents, the headteacher, other staff and
- Inspectors took account of the 42 responses to the online questionnaire, Parent View. Thirteen
parents who were unable to access the website asked for printed forms and responded to these
or sent letters to address the areas in the questionnaire. They also took account of the school’s
records of parent surveys, and six responses to the staff questionnaire.
- Inspectors listened to pupils read, looked at their work, and had discussions with groups of
pupils and individuals about their learning.
- The inspection team checked the school’s evaluation of its work, records of achievement, the
improvement plan, minutes of governors’ meetings, and records of behaviour, attendance and
|Lynne Bradbury, Lead inspector||Additional Inspector|
|Janet Bird||Additional Inspector|
|Graham Marshall||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- The very large majority of pupils are from White British backgrounds.
- The proportion of pupils eligible for support from the pupil premium (additional government
funding for pupils known to be eligible for free school meals and those in the care of the local
authority) is below average.
- The proportion of disabled pupils and those who have special educational needs who are
supported at school action is below average. The proportion of such pupils supported at school
action plus or who have a statement of special educational needs is below average.
- The school meets the government’s current floor standards, which set minimum expectations for
attainment and progress in reading, writing and mathematics.
What does the school need to do to improve further?
- Raise the quality of teaching to outstanding so that all pupils make outstanding progress by:
ensuring that all teachers check pupils’ prior knowledge to help them plan learning activities
which challenge all pupils appropriately
ensure that the good feedback given to pupils during lessons is followed up in their books by
all teachers so that all pupils know how to improve their work.
|The achievement of pupils||is good|
- Children join the school with levels of skills and knowledge in line with those typical for their age.
In the Reception class exciting and creative activities indoors and outside lead to good progress
for most children. Many enter Year 1 with skills and knowledge ahead of what is typical.
- Pupils in Year 1 in 2013 achieved levels below those nationally in the phonics check (letters and
the sounds they make). Year 1 pupils are on track to achieve in line with pupils nationally in the
phonics screening check this year. This was confirmed in the phonics sessions observed during
the inspection, where pupils made good progress.
- In 2013, pupils in Year 2 achieved standards above those nationally in reading, writing and
mathematics. This has continued in 2014. Pupils, including the most able, currently in Years 1
and 2 are given work at an appropriate level and make good progress.
- Pupils in Years 3 to 6 continue to make good progress. In 2013, Year 6 pupils reached standards
above those nationally in reading, writing and mathematics; those currently in Year 6 are also
expected to reach standards above those nationally. Work in their books and in lessons during
the inspection confirms these standards, which represent good progress from their starting
points. Higher attaining pupils also make good progress towards Level 6 in Year 6.
- Pupils across the school are very excited about reading and read to high standards. They enjoy
analysing text, and talking about their books and favourite authors. They understand what they
read and are able to use these skills to extend their knowledge in other subjects.
- Numbers of pupils supported by the pupil premium funding are too low to make comparisons of
their attainment with that of their peers, but they are making good progress. The pupil premium
is used to provide extra, small-group support and give the pupils opportunities to deepen their
enjoyment of learning.
- Disabled pupils and those who have special educational needs are achieving as well as their
peers. This is because their progress is tracked carefully and their work is well matched to their
- The extra primary school sports funding is used to employ a sports coach in school, providing
very high quality experiences. Pupils greatly enjoy the extra opportunities during and after the
school day, which are improving their fitness and well-being and contributing to staff training.
|The quality of teaching||is good|
- Across the age range, most teachers plan appropriate activities for most pupils because they
understand what pupils can already do, though this is not consistent in all classes. Teachers are
working hard to ensure that the level of challenge is appropriate for all pupils in all classes,
including the most able.
- Teachers’ high quality questioning helps them to adapt activities during the lesson so that pupils
can develop their skills further. Some teachers provide written feedback in workbooks so that
pupils know their next steps and use these to make rapid progress. This is not yet consistent
across all classes, but training is planned so that all teachers will develop this area.
- In the Reception class, staff use their observations of what children can do to plan high quality
learning activities to move them forward in each area of learning. They adapt activities well as
children make progress during lessons so that children develop confidence in their early reading
- Teachers in all year groups make sure that interesting work and topics motivate pupils well, and
they use rewards effectively to make sure that pupils focus on their work and make good
progress. During the inspection pupils’ response to their work was of such high quality that
teachers did not need to use sanctions.
- As pupils move towards higher levels of attainment, teachers set interesting and high-level
challenge in analysing text in reading books, and investigations in mathematics. For example,
older pupils had to use their mathematical skills and knowledge to work out the surface area of
complex shapes, and to develop this into a formula to solve problems. Others had to plan a tour
of the country using particular criteria to explore and solve mathematical problems.
- Teaching assistants are well trained and make a good contribution to pupils’ learning during
lessons and in the many extra support sessions.
- Reading, writing and mathematics skills are developed well across all subjects. For example, in
science and religious education, pupils have to explain their learning using various written
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Their learning is very focused because their behaviour
and attitudes make an exceptional contribution to their progress. They are extremely well
mannered and respectful to adults and each other. School records indicate that this is the norm.
- Pupils’ movement around the school and in the playground reflects their happiness in school.
They play very sensibly and work hard and show a determination to learn.
- Older pupils take great pride in helping those in younger age groups and taking care of them on
- Pupils work together with great enthusiasm for their learning. Older pupils, in particular, are able
to support or challenge others confidently to move everyone’s learning forward. Pupils greatly
enjoy all subjects, and the wide range of clubs and activities offered.
- Staff model expected behaviour and pupils follow this lead, demonstrating very high standards
of attitudes and behaviour to others. They value the rewards and sanctions system, which are
used alongside the exciting subjects offered to motivate pupils. Pupils, parents and staff who
spoke to inspectors were very happy with the way in which behaviour is managed.
- Staff have a determination that everyone will achieve the best possible progress in an
atmosphere of warmth and care.
- The school’s work to keep pupils safe and secure is outstanding. Safeguarding processes meet
statutory requirements and effective policies and practices are followed by all staff, governors
- Pupils know how to stay safe outside school. They understand the various forms that bullying
can take, including with the internet and mobile phones. They confirm that bullying is very rare
and that any problems are dealt with very effectively by staff.
- Attendance is above average. There are excellent procedures in place to help any pupil who
might find it difficult to attend regularly.
|The leadership and management||are good|
- The headteacher and governors have established a drive for excellence and improvement which
is shared by all staff. They are rigorous in monitoring and evaluating the work of the school and
have brought about many effective changes since the last inspection, and have clear plans for
this to continue.
- Senior leaders have worked with subject leaders to develop their skills to monitor progress and
plan high-quality training activities. This has ensured that the school has a good capacity at all
levels to continue its improvement.
- School self-evaluation focuses on pupils’ achievement as the basis for planning for improvement.
Judgements about teaching are made against the progress and attainment of pupils of all
abilities and this guides teachers’ training and development.
- Pupils apply their basic English and mathematics skills to solve problems and to investigate a
wide range of themes. The school offers an exciting range of subjects, and pupils have the
experience of well-planned visits and visitors to motivate their learning. These include working
with a national opera company, performing at the local theatre and taking part in chess
- The opportunities for all pupils to be engaged in very high quality sports activities have been
extended through the school’s effective use of the sports funding grant. It has also extended
training opportunities for staff.
- Provision for pupils’ spiritual, moral, social and cultural development is good and has a high
priority across all subjects. Leaders are very aware of the lack of ethnic diversity represented
within the school population. They have ensured that pupils have rich opportunities to explore a
wide range of cultures, beliefs and backgrounds and pupils show a high level of respect when
they talk about these experiences.
- The commitment towards equal opportunities for all pupils is demonstrated in the good progress
made by all groups and the way in which funding is used to make sure that no group is
- Those parents who spoke to inspectors greatly appreciate the work of the school and the care
and support given to their children. Staff and pupils show high expectations and pupils measure
themselves against the standards set. Parents are welcomed into the school as partners across a
wide range of activities.
- The local authority has given valuable support for improvements in teaching and learning, and
the school has engaged in partnerships with other schools in order to share judgements of
pupils’ achievements and to continue developments in teaching and learning.
- The governance of the school:
Governors undertake a great deal of training and development to support them in all aspects
of their work and they have greatly improved their effectiveness since the last inspection.
They bring a wide range of skills and experience. They are highly committed to ensuring that
all children achieve their very best. They use their understanding of data to set ambitious
targets for staff performance, including the headteacher, and have rigorous systems so that
they check for themselves the progress made, and hold staff to account. As a result, they
have a firm grasp of the quality of teaching throughout the school. All judgements are made
against pupils’ achievement, and governors have policies in place to ensure that teachers’ pay
and career progression depend on this. Governors are very clear about the progress made
since the last inspection and the next steps to move this forward further. They identify
appropriate priority areas so that current improvement and development will continue. They
build action plans, and check progress against these rigorously against agreed milestones.
Finance is monitored carefully, and they make good use of extra funding such as the pupil
premium and the additional school sports funding, and monitor the impact carefully.
Safeguarding meets statutory requirements.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||112520|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||336|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 October 2012|
|Telephone number||01298 22278|
|Fax number||01298 22278|