Busill Jones Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an inadequate school Pupils make very slow progress in their work. As a result, by the end of key stage 2 pupils achieve very low standards for their age. Children in the early years make slow progress.

Too many do not have the skills needed to enable them make a successful start to Year 1. The most able pupils significantly underachieve in all year groups. Very few pupils reach the higher standards.

Disadvantaged pupils make very slow progress. The gap between their attainment and other pupils nationally is wide and not getting any narrower. Safeguarding is not effective.

Leaders have not ensured that all statutory requirements are met. The s...chool's safeguarding systems and premises do not keep pupils safe. Pupils' attendance remains very low and too many pupils are frequently absent.

The attendance of disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities continues to be very low. Leaders and governors do not have an accurate view of how the school is performing. This means that their work to improve the school does not focus enough on the most important areas.

Recently, too few governors have fulfilled their roles. Leaders' checks on teaching are not accurate enough and do not identify the right things to quickly improve the quality of teaching. Teaching is not effective because it does not challenge pupils to reach the standards that they can achieve.

Teachers do not move pupils onto harder work quickly enough. Weaknesses in the teaching of reading, writing and mathematics hold pupils' progress back. Teachers do not always notice when pupils are not concentrating in lessons or are disinterested and behave poorly.

The curriculum does not provide pupils with enough challenge to enable them to deepen their learning. Additionally, opportunities for pupils to develop an understanding of cultures other than their own are very limited. The school has the following strengths Pupils are polite and enjoy school, especially when their work is hard enough and challenges them.

Staff are committed to improving the school. They want the best for their pupils.

Information about this school

The school is a larger than average sized school.

The school has a specific resource provision (known as the additionally resourced provision) for 15 pupils who have autism and specific language impairments. This is integrated into the school. The school does not meet the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and in mathematics at the end of Year 6.

Most of the pupils are of White British backgrounds. The proportion of pupils who speak English as an additional language is low. The proportion of pupils who have SEN and/or disabilities is above average.

The proportion of pupils who have education, health and care plans is above the national average. The proportion of pupils supported by the pupil premium is high. The school provides a breakfast club.