Burbage Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Burbage Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Burbage Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Burbage Primary School on our interactive map.

About Burbage Primary School

Name Burbage Primary School
Website http://www.burbage.excalibur.org.uk
Ofsted Inspections
Principal Mrs Zoe Garbutt
Address Blackmans Lane, Off Ailesbury Way, Marlborough, SN8 3TP
Phone Number 01672810452
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 176
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils attend school regularly and enjoy coming to school.

There are high expectations of pupils in their work and behaviour.

Pupils meet these despite the disturbances of the COVID-19 pandemic. Pupils apply themselves diligently to the work they do at school, from Nursery through to Year 6. Pupils behave well and show respect for each other and staff.

They take great pride in their Duke of Burbage scheme. In this, they challenge themselves with new things, being helpful and supporting good causes.

Bullying is rare.

On the odd occasion it occurs, staff deal with it swiftly and effectively. One pupil told inspectors that he did not think it h...ad happened 'for five years'.

There is a very well-resourced before and after-school club.

On the morning that inspectors visited it, some pupils were playing chess. At other times, staff hear pupils read and support them in learning. The outdoor space is used for enjoyable activities.

The school sits in extensive grounds. Every day, pupils run a daily mile around the school field to help them stay physically active.

What does the school do well and what does it need to do better?

The headteacher has a very clear vision for the school.

She knows the strengths and weaknesses. She has made significant differences during the short while she has been in post. Her leadership and good communication have helped staff work well together as a team.

Trust leaders have supported school leaders to make strategic changes seamlessly.

Leaders have a strong understanding of the importance of phonics to nurture fluency in reading. Pupils learn to recognise letters and the sounds they make in Reception and key stage 1.

Books match the sounds they are learning well. Staff support older pupils in their reading choices and check pupils' reading ability regularly. As a result of these concerted efforts, pupils have a love of reading that widens their understanding and prepares them for their next steps.

Pupils benefit from a broad and balanced curriculum. Leaders have thought carefully about the key knowledge that pupils need to know in most subjects. Pupils' writing demonstrates their understanding.

They write with stamina and can structure their answers well. However, due to the impact of COVID-19 and the fact that some subject leaders are new in post, the curriculums in these subjects are still at a developmental stage.

Leaders have developed a sophisticated assessment system in every subject.

Subject leaders evaluate and adapt their plans to make sure that pupils are equipped to learn more and remember more over time. For example, in mathematics, some pupils need extra support with number work. In writing, some pupils have forgotten basic punctuation rules.

Staff revise these concepts effectively with pupils who need to catch up. However, planning for disadvantaged pupils is not tailored specifically enough to pupils' particular needs.

Children get off to a very strong and well-supported start.

In Nursery and Reception, children benefit from clearly planned curriculums that widen their vocabulary and begin their understanding of phonics and numbers. The environments foster inquisitive play in a safe setting.

Leaders work tirelessly to ensure that pupils with special educational needs and/or disabilities (SEND) have their needs met.

Teaching is devised effectively to help pupils with SEND make progress.

The school is a hub in the community and proud to be so. Pupils learn about the diverse range of faiths and non-faiths locally.

Christian values underpin the teaching of morality. Pupils also experience religious festivals other than Christian ones to help their awareness of multiculturalism. For example, pupils were learning about Diwali at the time of the inspection.

The 'buddy crew' help pupils in break and lunchtimes. They wear distinctive red shirts so that everyone knows who they are. Pupils spoke about them excitedly when explaining that they help pupils who are struggling to find something to do.

Other pupils take positions of responsibility in the democratically elected school council.


The arrangements for safeguarding are effective.

Safeguarding leaders train staff well in the latest updates from the Department for Education.

This allows for early identification of vulnerable pupils who need extra support. Leaders work effectively with external agencies to make sure pupils and families are safe. Administrative staff make accurate recruitment checks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, subject leaders have not planned the content and sequencing of the curriculum with enough detail. Consequently, it is not clear what pupils should know and when. Leaders need to review the curriculum in these subjects so that pupils build on prior learning and deepen their understanding.

• Some subject leaders are new in post and have limited leadership experience. This means that they do not yet have sufficient expertise to improve curriculums and monitor its delivery effectively. School and trust leaders need to maintain the training of new subject leaders so that they can check that the curriculum is having the intended impact.

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear that leaders have taken action already to plan next year's curriculum and to train staff in how to deliver it. For this reason, the transitional arrangements have been applied.

  Compare to
nearby schools