Burnt Oak Junior School

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About Burnt Oak Junior School

Name Burnt Oak Junior School
Ofsted Inspections
Mr Ian McManus
Address Burnt Oak Lane, Sidcup, DA15 9DA
Phone Number 02083005854
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 247
Local Authority Bexley
Highlights from Latest Inspection


Burnt Oak Junior School continues to be an outstanding school.

The executive headteacher of this school is Ian McManus.

The school is part of The Pioneer Academy, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lee Mason-Ellis, and overseen by a board of trustees, chaired by Jo Bouwens.

What is it like to attend this school?

Pupils are happy and proud to attend this welcoming, aspirational school.

Burnt Oak Junior School is built on a strong culture of respect. Staff greet pupils and parents and carers warmly each morning. Pupils are courteous and respectful to each other and t...o adults and visitors.

Leaders and staff have the highest expectations for pupils' behaviour and achievement. Pupils try their best to meet these expectations by working hard and listening carefully. Staff inspire and enthuse pupils about learning.

This helps pupils, including those with special educational needs and/or disabilities (SEND), to achieve very highly across the curriculum.

Classrooms are calm and inviting. Behaviour in lessons and around the school is excellent.

Pupils show kindness towards their fellow pupils. They encourage and support each other. Pupils state that bullying is rare.

They know adults will listen to them if they have any worries or concerns. Pupils are happy and kept safe in school.

Pupils enjoy a wide range of experiences beyond the academic curriculum, such as an exciting offer of trips and extra-curricular clubs, including cross-country, choir and yoga.

They relish the opportunities to help improve the school for others by being, for example, school councillors, library monitors and lunchtime helpers.

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

Leaders have created a highly engaging and ambitious curriculum that matches the needs of pupils exceptionally well. Across all subjects, the important knowledge that pupils should learn and when it should be taught, are clearly and precisely set out.

Learning is broken down into small steps so that teachers can help pupils to build on their previous learning. Teachers ensure that they design activities that help pupils to learn and remember fluently what they are taught. Activities are adapted effectively so that pupils with SEND learn with confidence alongside their classmates.

Consequently, all pupils achieve exceptionally well. The 2023 published data shows that pupils are more than prepared to make a successful start in secondary school.

Teachers' subject knowledge is strong.

The curriculum is skilfully taught with a precise focus on the key things pupils need to grasp securely and in depth. Teachers select appropriate activities and ask meaningful questions that help pupils to achieve highly. They use assessment well to identify gaps in pupils' skills and knowledge.

Staff take swift action so that no pupil is left behind. The school continuously reviews the curriculum to ensure it is exciting, engaging and relevant for all pupils.

Pupils appreciate the recap sessions at the start of each lesson.

Recalling what they already know helps them to tackle new concepts. Pupils enjoy their lessons and explain their understanding confidently, using accurate vocabulary. Staff help pupils to make links and build upon new learning.

For example, Year 4 pupils were able to explain the best point of release when throwing an object in physical education (PE), drawing on what they have learned about angles in their mathematics lessons.

The bespoke reading programme, created by leaders, ensures that pupils explore interesting and diverse texts that further enhance their learning in different subjects. Leaders have thought carefully about how to inspire a love of reading among all pupils.

Pupils speak positively about their favourite authors and the books that they enjoy reading. Staff use the phonics programme successfully for those who need additional support. These pupils are identified quickly.

Any extra support is timely and effective.

Leaders with responsibility for pupils with SEND understand the needs of these pupils well. They identify their needs quickly and accurately.

This ensures than any additional needs do not become barriers to learning. Teachers skilfully adapt the delivery of the curriculum for these pupils. This ensures that pupils with SEND access the same high-quality curriculum as their classmates.

The school's curriculum to support pupils' wider development is exemplary. The carefully planned curriculum teaches pupils how to keep themselves healthy and safe, including forming healthy relationships. Pupils' understanding of tolerance and respect for others is embedded.

Staff plan many outings for pupils that enhance their learning. These include visits to places of worship and residential trips. Pupils develop a strong understanding of difference and diversity.

They learn to wholeheartedly embrace the importance of fundamental British values and being part of the local and global community. Leaders have also developed a well-considered programme to promote pupils' emotional and physical well-being. Pupils' attitudes to learning are highly positive and they attend well.

Trustees and governors understand and fulfil their statutory duties with diligence. They provide highly effective challenge and support to the school to continually improve the quality of education that pupils receive. Staff value being part of the school.

They are positive about what the school has done to support their workload and well-being further.


The arrangements for safeguarding are effective.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in July 2018.

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