|Name||Burhill Primary School|
|Ofsted Inspection Rating||Good|
|Address||New Berry Lane, Hersham, KT12 4HQ|
|Number of Pupils||634 (49.1% boys 50.9% girls)|
|Number of Pupils per Teacher||22.2|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||5%|
|Pupils with SEN Support||13.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 June 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is much larger than most primary schools. Since the previous inspection, it has developed into a primary school with the addition of key stage 2 pupils in Year 3 in September 2014. It will become a fully fledged primary school in September this year when the current Year 5 pupils move into Year 6. There is provision for children in the early years in the Nursery and the Reception classes. The proportion of pupils who are known to be eligible for pupil premium funding is lower than usual. Most pupils are of White British heritage with few pupils who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is lower than the national figure. There has been a high number of new staff who have joined the school since the previous inspection. This is largely owing to the expansion of the school. There is a breakfast club and an after-school club for pupils.
Summary of key findings for parents and pupils
This is a good school School leaders and governors have continued to provide a good education for pupils while overseeing a substantial expansion programme. The quality of teaching is good. Teaching is typically lively and engaging with imaginative experiences that help pupils to learn. Teachers have good relationships with pupils and this motivates pupils and inspires them to learn. Pupils want to do well and they enjoy learning across a range of subjects. Pupils make good progress in reading and mathematics across the school. They make good progress in writing at key stage 2 but slower progress at key stage 1. Pupils have positive attitudes towards school and they behave well in lessons and in the playground. They say that staff are very caring and this helps them to feel safe in school. Children get off to a good start in the early years. They are warmly welcomed into a stimulating environment where they are taught well and so make good progress. Pupils are provided with a creative curriculum that stimulates their curiosity and inspires their imagination. Pupils have access to a wide range of sporting opportunities. The school provides a very high quality of care for pupils. Staff go out of their way to ensure that pupils feel valued as individuals. All pupils are treated equally and fairly. School leaders provide training so that teachers frequently refresh their skills and expertise. Additionally, teachers are provided with training that prepares them for future leadership roles. Not all leaders have a clear enough picture of what needs to be improved. Curriculum planning information does not show how pupils are to build their skills, knowledge and understanding systematically in subjects including history, geography and science. It is difficult for leaders to track pupils’ progress in these subjects. Occasionally, there is not enough challenge for some pupils because work is not always pitched at the right level. Not all teachers provide effective feedback to pupils at key stage 1 to help them to improve their writing.