Burlington Infant and Nursery School

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About Burlington Infant and Nursery School

Name Burlington Infant and Nursery School
Website http://www.burlingtoni.kingston.sch.uk/
Ofsted Inspections
Headteacher Mrs Su Yay-Walker
Address Burlington Road, New Malden, KT3 4LT
Phone Number 02089421586
Phase Primary
Type Community school
Age Range 2-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 463
Local Authority Kingston upon Thames
Highlights from Latest Inspection

What is it like to attend this school?

Pupils develop a love and thirst for learning in this safe and nurturing school. They are proud of their teachers because they always help them.

Pupils are taught to have a go and keep going. They produce work that is consistently high-quality.

The school has an extremely strong commitment to wanting all pupils to succeed.

This includes those with special educational needs and/or disabilities (SEND). The highly skilled staff team ensures that children have the best possible start to school life.

Behaviour is exemplary.

The respectful school culture is built on strong relationships. Pupils and staff work collaboratively. Pupils actively seek ...to make good choices.

For example, in the Nursery, children share toys and older pupils help others who may be struggling to put on their shoes or find a lost coat.

Parents and carers are overwhelmingly positive about the school. They value the guidance and support the school provides in helping them support their children's learning.

Staff go above and beyond in making a positive difference to the lives of the children and their families.

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

The school has thought carefully about the content of the curriculum. Leaders review each subject regularly.

Staff deliver the curriculum consistently. The knowledge and skills pupils learn are ambitious and coherently structured. This is because leaders have prioritised the key concepts that are most important for pupils' development and future learning.

For example, in geography, pupils develop mapping skills when comparing different localities. They learn to use a key and compass with confidence.

The school provides pupils with frequent opportunities to recall and revisit crucial subject knowledge.

Children in the early years start to think scientifically and draw on their current knowledge to make predictions. Pupils apply mathematical knowledge appropriately and experience solving practical problems. Staff enable pupils to know and remember more over time.

The school quickly identifies children with additional needs. Staff support pupils extremely well. They adapt the curriculum and teaching to meet the varying needs of pupils.

Adults rigorously develop children's communication and language. In the Nursery, children explore listening to and making sounds using their voice, body and different objects found in the stimulating environment.

Adults routinely extend pupils' understanding of key vocabulary.

Targeted support enables pupils to quickly catch up in learning the skills they need to become independent and curious learners. Pupils, including those with SEND, flourish and achieve their best.Leaders' ambitions for every pupil to be a reader are at the heart of the school.

The phonics programme is consistently delivered. Pupils practise the sounds they know regularly. They use this knowledge to improve their spelling and writing.

Adults expose pupils to a broad curriculum with foundations set in high-quality texts and stories. Pupils read often, with fluency and comprehension.

The school has exceptionally high expectations for pupils' behaviour, conduct and participation in learning.

Routines are well-established. Pupils demonstrate high levels of self-control as they move independently and with purpose around the school. Pupils listen well and have highly positive attitudes.

The learning council supports pupils in understanding the importance of qualities such as trying their best, persevering and making 'good mistakes'. Regular attendance is seen as crucial to children feeling settled in school and achieving their full potential in learning.

The school's approach to developing pupils' character is noteworthy.

Leaders place a strong emphasis on recognising the individuality and uniqueness of each child. Adults provide an extensive range of opportunities for pupils to develop their talents and interests. Celebration of diversity and inclusion permeates the life of the school.

In music, pupils learn about composers and musicians from other cultures. Pupils present musical performances to different audiences. The eco council raises awareness of environmental issues.

Pupils learn to overcome obstacles and tackle new challenges. They are taught to articulate their emotions and feelings. Pupils share their concerns and ideas, knowing that adults help them to feel less worried.

Pupils are taught to respect each other's personal space and 'body boundaries'.

The school's primary concern is the safety, well-being and education of all pupils, families and staff. Staff respond to the needs of the school community with urgency.

Those responsible for governance are experienced. They maintain oversight of the strategic vision that guides their decision-making processes. There is an effective culture of coaching and mentoring that enables all staff to grow in confidence and expertise, including those in the early stages of their professional career.

Leaders and staff continually think about how to refine the high-quality provision. The school is relentless and unwavering in its pursuit of excellence.


The arrangements for safeguarding are effective.

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