Bure Park Specialist Academy

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About Bure Park Specialist Academy

Name Bure Park Specialist Academy
Website https://www.bureparkacademy.co.uk/
Ofsted Inspections
Miss Hayley Ross
Address 16a Keyes Avenue, Great Yarmouth, NR30 4AE
Phone Number 01493807930
Phase Academy (special)
Type Free schools special
Age Range 5-16
Religious Character None
Gender Boys
Number of Pupils 50
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Staff treat every pupil as an individual at Bure Park. As soon as they start at the school, pupils receive close attention and care.

Each pupil has a team of adults to help and support them. It is part of becoming a member of the Bure Park family. Actions like these help pupils to build relationships and become more positive about themselves.

The nurturing environment helps pupils to feel safe and ready to learn once again.

Establishing routines and boundaries is important here. Adults are consistent in their expectations of pupils' behaviour and achievement.

Pupils understand the school systems that contribute to purposeful learning in the classroom...s. At times, some pupils do struggle with managing their emotions. Adults are adept at spotting the signs when this occurs and provide skilful intervention.

This helps pupils to calm and rejoin their classmates quickly.

Pupils enjoy valuable experiences that broaden their horizons beyond the classroom. They are bespoke to each pupil to help them prepare for later life.

They play a significant part in rebuilding confidence through enjoying success. Opportunities include learning new skills such as cooking or developing talents performing shows.

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

Everybody buys into the vision for Bure Park.

Leaders at all levels are clear about their purpose and roles at the school. There is a relentless ambition for all pupils to achieve success. From difficult starts, pupils receive exemplary levels of support for their behaviours and achievements.

The sharp focus on pupils' needs drives a well-organised curriculum from which all pupils benefit.

The curriculum makes clear all the important things pupils need to know. Golden threads pick out key knowledge to build pupils' learning.

Staff collect valuable information that they use forensically to improve their plans. Manageable and achievable targets are set for pupils' personal and academic success. This means the planned learning is tightly focused on pupils' starting points.

It is matched to pupils' individual needs. Gaps and mistakes are swiftly addressed by teachers, and pupils achieve well.

Teachers have strong subject knowledge.

A highly effective programme of professional development ensures all adults are well trained. Leaders constantly review this. High-quality training makes an effective contribution to improving the practice of all staff.

However, not all adults are as confident at implementing leaders' plans. When pupils' behaviour becomes challenging, teaching plans are not adapted quickly on all occasions. This means pupils do not progress as strongly as leaders intend.

The school recognises it is important for pupils to be able to read. Pupils build their knowledge of sounds in a systematic way. Skilful teaching supports pupils' reading confidence and fluency.

Reading activities for building comprehension are well planned. Pupils strengthen their range of vocabulary. For example, pupils checked their understanding of different terms for expressing grief before studying the text.

Pupils have opportunity to read high-quality texts. They share their reading during times at school and when attending the residency. This promotes the pleasure of reading and encourages a love of reading.

Pupils' holistic needs are well understood. A therapeutic approach supports the building of trusting relationships between pupils and adults. Staff use clear routines and expectations to engage pupils into their learning.

Quiet spaces and reflection rooms provide pupils with opportunities to calm when they do become dysregulated. These times are well managed. Pupils reflect this situation through being more positive about themselves and their achievements.

The school's approach to developing pupils' personal development is impressive. A wide range of activities provide opportunities to promote talents and interests. Building life skills is at the core of the school's programme.

It is skilfully crafted so that it meets every pupil's needs. It links with the school's career provision. Pupils learn about different jobs and take vocational qualifications.

Pupils are exceptionally well prepared for their next steps beyond school.

The school's leadership, including the trust, has been highly effective in establishing this new school. All leaders have a deep knowledge of the school's strengths and weaknesses.

The trust uses this to provide appropriate levels of challenge and support. A strong team ethic ensures staff are well supported.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not know how to adapt their planning to support consistent strong progress through lessons. This is especially the case when pupils can become dysregulated and learning stalls. Leaders should ensure that they continue with their work to train all staff to fully understand how to adapt plans to ensure pupils make the strongest progress possible.

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