|Name||The Burton Borough School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||13 March 2018|
|Address||Audley Avenue, Newport, Shropshire, TF10 7DS|
|Religious Character||Does Not Apply|
|Number of Pupils||1068 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.2|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||7.2%|
|Percentage English is Not First Language||3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is slightly bigger than the average-sized secondary school. The very large majority of pupils are White British. The proportion of pupils who have SEN and/or disabilities support is below average. The proportion who have an education, health and care plan is above the national average. The proportion of pupils who are disadvantaged and receive support from the pupil premium is below average. In 2017, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 11. A small number of pupils have taken up education placements at a range of alternative providers, including two local football clubs, NOVA training and Rodbaston College. The principal took up her post in September 2016.
Summary of key findings for parents and pupils
This is a school that requires improvement Wide-ranging changes made by the new principal came too late to ensure good outcomes for pupils in all GCSE examinations in 2017. Despite leaders’ best efforts to recruit high-quality permanent teachers, there have been many temporary teachers in the school which has disrupted continuity. This is an important reason why pupils do not make consistently strong progress. There are inconsistencies in the quality of teaching, learning and assessment, including the quality of teachers’ planning from individual pupils’ starting points. Although improving, pupils do not make good progress in science. Teachers do not provide enough opportunities for pupils to develop the skills to write at length, when this is appropriate. The most able pupils, including disadvantaged pupils who are most able, are not achieving their potential. They are not challenged sufficiently in their learning. Some teachers do not have high enough expectations of pupils and set work that is sometimes too easy. Pupils are not routinely challenged, and their work is not always presented well. The school has the following strengths The new principal is highly ambitious for the pupils. Leaders have a clear and accurate understanding of how to make the necessary improvements to pupils’ progress. They are beginning to improve teaching, especially in English. There is a strong culture of safeguarding in the school. Staff are well trained, and records are clear and secure. Behaviour is good. Pupils are respectful, polite and well mannered. Relationships between pupils and staff are highly positive. Governance is effective. Governors understand their roles and responsibilities well. They challenge senior leaders effectively. The broad and balanced curriculum makes a strong contribution to pupils’ personal development and welfare. Pupils also benefit from a wide range of clubs and after-school activities.