|Name||Burham Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 October 2014|
|Address||Bell Lane, Burham, Rochester, Kent, ME1 3SY|
|Religious Character||Church of England|
|Number of Pupils||161 (55% boys 45% girls)|
|Number of Pupils per Teacher||21.0|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||4.2%|
|Pupils with SEN Support||14.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Most pupils are of White British heritage. The proportion of disabled pupils and those with special educational needs supported at school action is above average. The proportion supported at school action plus or with a statement of special educational needs is well below average. The proportion of disadvantaged pupils who are supported by the pupil premium (additional government funding to give extra support to those pupils known to be eligible for free school meals and to children who are in care) is below average. In 2013 the school did not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school makes provision for the Early Years Foundation Stage in a Reception class. The school provides a daily breakfast and after-school club.
Summary of key findings for parents and pupils
This is a good school. There have been significant improvements since the previous inspection, particularly in teaching and pupils’ achievement. Pupils of all ages made good gains in skills and knowledge in 2014 as the school has ensured they make more rapid progress. Pupils now achieve well in reading, writing and mathematics by the end of Year 6. Disadvantaged pupils and those who are disabled and have special educational needs make similar good progress to others. Teaching is typically good and sometimes outstanding. Teachers make learning fun and relevant, which captures pupils’ interests and engages them. A good range of activities, including trips, visitors and after school clubs, enrich pupils’ learning. These also make a positive contribution to pupils’ spiritual, moral, social and cultural development. Marking and feedback give pupils a clear understanding of how to improve their work, which speeds their progress. Children make good progress from their starting points in the Early Years Foundation Stage. The well-organised and welcoming classroom and outdoor area help children get a good start to their education. Pupils have positive attitudes to learning and show respect to each other and adults. They behave well, feel safe and enjoy school. The headteacher makes sure that any weaknesses in teaching are addressed. Leaders, including governors, are taking effective action to improve teaching and achievement further. Governors are knowledgeable about the school’s work and have an accurate understanding of its strengths and weaknesses. They question school decisions and provide support to make sure they hold leaders to account for making continued improvement. It is not yet an outstanding school because : The quality of teaching is not yet outstanding. Sometimes pupils, particularly the most able, do not make as much progress as they should because they do not have enough time to complete more demanding work. Pupils do not achieve as well in writing, particularly spelling, as they do in reading and mathematics. Communication is not as effective as it could be to secure the confidence and support of all parents.