Burghclere Primary School, located in Newbury, Berkshire, underwent an inspection on December 13 and 14, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behavior and attitudes, personal development, leadership and management, and early years provision were rated as good.
Pupils at Burghclere Primary School are enthusiastic about attending and appreciate the supportive and welcoming environment created by the staff. The school offers a variety of after-school clubs and activities, and students take pride in representing their school in sports events. The staff work collaboratively, fostering a family-like atmosphere that is valued by both staff and parents. Most pupils feel safe and well cared for, and incidents of bullying are effectively managed by the staff.
Leaders and staff are committed to ensuring that pupils achieve well, providing a broad curriculum that includes a strong emphasis on early reading. However, the implementation of this ambition is inconsistent across year groups, leading to some pupils, including those with special educational needs and disabilities, not achieving their full potential. This inconsistency is particularly evident in the teaching of early reading, where some weaker readers struggle to develop necessary skills in accuracy and fluency.
The school has made strides in improving reading instruction, with high-quality training provided for staff on a new phonics program. Despite this, the program's implementation has not been fully effective for all pupils. Some students at the early stages of reading are taught the same sounds simultaneously, which can lead to them reading books that are too challenging, hindering their progress.
In mathematics, the curriculum is ambitious and well-structured, allowing most pupils to build on their prior knowledge. However, there are instances where teaching does not adequately adapt to meet the needs of all pupils, particularly those with SEND. This can result in some pupils not catching up quickly enough, especially when they find the work either too easy or too difficult.
Leaders have also worked to enhance the curriculum in other subjects, focusing on knowledge retention. However, there is still work to be done in clearly identifying key themes of knowledge that pupils need to remember and ensuring consistent implementation across the school.
The early years provision is well-organized, providing a stimulating learning environment where staff effectively support children's language and communication development. Children engage in various activities, including outdoor learning, which fosters positive attitudes toward learning and independence.
Pupils generally exhibit good behavior and understand the school's expectations. Those who struggle with behavior receive appropriate support, helping them manage their emotions and actions. The school promotes an inclusive culture where all pupils feel they belong.
Governors demonstrate a clear understanding of their roles and responsibilities, showing a deep commitment to the school and its community. Staff feel well-supported and are proud to work at the school, collaborating with parents to enhance children's learning experiences.
The safeguarding arrangements are effective, with staff trained to recognize signs of potential harm and report concerns promptly. Although some minor issues with safeguarding records were identified during the inspection, these were addressed immediately.
To improve, the school needs to enhance the implementation of the phonics program to ensure all pupils learn to read effectively. Additionally, the curriculum beyond English and mathematics requires further development to connect important subject knowledge with prior learning. Leaders must identify precise knowledge and skills for each year group to support pupil progress effectively.
