Burnham-on-Crouch Primary School

About Burnham-on-Crouch Primary School Browse Features

Burnham-on-Crouch Primary School

Name Burnham-on-Crouch Primary School
Website http://www.burnhamprimary.uk/
Ofsted Inspections
Address Dunkirk Road, Burnham-on-Crouch, CM0 8LG
Phone Number 01621782070
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 421 (54.2% boys 45.8% girls)
Number of Pupils per Teacher 20.4
Local Authority Essex
Percentage Free School Meals 18.5%
Percentage English is Not First Language 0.7%
Persistent Absence 6.6%
Pupils with SEN Support 5.5%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Burnham-on-Crouch Primary School is larger than the average-sized primary school. The very large majority of pupils are of White British heritage. The proportion of pupils with SEND who have an education, health and care plan is above the national average.

The proportion of disadvantaged pupils is broadly in line with that in a typical primary school. The headteacher was appointed in September 2015. There have been significant changes in staffing, governance and leadership responsibilities since this time.

The school makes use of effective support and development opportunities provided by the local authority. The school works collaboratively in a partnership with other local schools. The school has achieved a number of quality marks and awards from external organisations.

At its most recent full inspection under section 5 of the Education Act in November 2014, the school was judged to be good. A short inspection under section 8 of the Education Act took place in July 2018. This judged that the quality of education provided by the school had remained good and that there had been significant improvements in some areas.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher has been unwavering in her determination that only the best will do for pupils and teachers. Leaders have established a culture of high expectations for all. This has resulted in the quality of education improving significantly.

Pupils make strong and sustained progress in English and mathematics. Achievement has improved since the previous inspection. This is because leaders have ensured that the quality of teaching, learning and assessment in these subjects is highly effective.

Teachers plan sequences of learning that are well suited to pupils’ different capabilities. Consequently, all pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, make good, and often very strong, progress in a range of subjects. Leaders have planned a wide and interesting curriculum that is particularly successful in supporting pupils’ academic and personal development.

A broad range of extra-curricular clubs, trips and visiting speakers enhances pupils’ learning experiences. Pupils gain a variety of knowledge and skills that prepare them better for the next stage of their education and life in modern Britain. Governors have worked hard to increase their skills and expertise so they can provide the right balance of support and challenge to leaders.

They work with leaders to set and successfully respond to ambitious, appropriate priorities for improvement. Early years provides a splendid start to children’s education. Adults use a range of stimulating and challenging activities that help children make excellent gains in learning.

Children develop skills and attitudes that prepare them successfully for learning in key stage 1 and beyond. Leaders’ efforts to improve pupils’ behaviour have been successful. Pupils’ behaviour is exemplary.

Pupils’ very strong relationships with one another, and with adults, make highly positive contributions to pupils’ learning and self-confidence. Pupils are rightly proud of their school and of their achievements. Pupils enjoy school.

Attendance is above the national average. Pupils are punctual and ready and eager to learn. However, the attendance of disadvantaged pupils is not yet as high as for other pupils in the school.