Burnley Brow Community School

Name Burnley Brow Community School
Website http://www.burnleybrow.co.uk
Ofsted Inspection Rating Good
Inspection Date 15 October 2014
Address Victoria Street, Chadderton, Oldham, Lancashire, OL9 0BY
Phone Number 01617703137
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 478 (46% boys 54% girls)
Number of Pupils per Teacher 23.6
Local Authority Oldham
Percentage Free School Meals 18.7%
Percentage English is Not First Language 99.4%
Persisitent Absence 3.3%
Pupils with SEN Support 12.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Burnley Brow Community School is larger than the average-sized primary school. The vast majority of pupils are of Bangladeshi heritage and almost all pupils speak English as an additional language. The overwhelming majority of pupils start school speaking no English. A very small number of pupils are from White British heritage backgrounds. The proportion of disabled pupils and those who have special educational needs supported through school action is well-above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ attainment and progress in English and mathematics by the end of Year 6. Since the previous inspection there have been changes in senior leadership. A new headteacher took up post in January 2014, and a deputy headteacher in May 2014; both were existing members of staff. The early years leader is also new since the previous inspection. The early years is comprised of a morning and afternoon Nursery and full time Reception classes.

Summary of key findings for parents and pupils

This is a good school. The headteacher provides a clear sense of direction for the school and is fully supported by her deputy and staff. This strong leadership has led to improvements in attendance and more recently an improvement in standards achieved both in the Year 1 phonics (letters and their sounds) screening check and by pupils by the end of Year 6. Achievement across school is good and pupils develop their English language skills well so that they become increasingly confident and skilled in reading, writing and mathematics. Teaching is good because staff plan interesting lessons and activities which develop pupils understanding and skills well. Children in the early years make good progress because activities are well planned to develop their skills, including their early language acquisition. Pupils’ behaviour is good and pupils show high levels of courtesy, care and respect for one another. The school’s work to keep pupils safe and secure is outstanding. Pupils have an excellent understanding of how to keep themselves safe. The curriculum is well planned and provides pupils with rich and stimulating experiences. It celebrates both the pupils’ mainly Bangladeshi culture whilst promoting well their wider learning of arts, cultures, music and British values. Relationships with parents are excellent and the school works closely with them to provide plentiful opportunities to support pupils’ learning. Governors are highly supportive of and committed to the school and its community and support the headteacher well in driving the school forward. It is not yet an outstanding school because : Marking does not always provide pupils with enough guidance on how to improve their work and they are not always given enough time to respond to the advice given. The work given to the most able pupils is not always hard enough for them to make faster progress. The information gathered on pupils’ achievement is not used by all leaders precisely enough to set actions for improvement which can be easily measured.