Ofsted conducted a short inspection of Gunness and Burringham Church of England Primary School on 2 July 2019, following its previous judgment of good in September 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively upheld the standards established in prior inspections, fostering a warm and welcoming environment that enhances the learning experience. The school is well-organized, and the displays of student work reflect a diverse range of experiences that broaden pupils' understanding of the world. The headteacher, Mrs. Julia Gallagher, has worked diligently to raise aspirations among students and has cultivated a supportive culture within the school.
Significant changes in the senior leadership team have occurred since the last inspection, with the headteacher focusing on building upon the school's strengths and implementing improvements. A small team of leaders has been established, demonstrating a clear understanding of the necessary steps for continued progress. However, the school improvement plans lack sufficient focus on the most urgent priorities, which sometimes leads to delays in achieving desired outcomes.
The school has successfully developed strong links with the community, and parents express satisfaction with the care and support their children receive. Pupils exhibit good behavior, are polite, and engage enthusiastically in lessons. They support one another, with older students often assisting younger peers. The school has made strides in enhancing outdoor learning opportunities, particularly for early years, which has positively impacted children's development.
Safeguarding measures are effective, with staff prioritizing pupil safety and understanding the procedures for reporting concerns. Pupils feel safe and appreciate having trusted adults to turn to for help. They are knowledgeable about online safety and confident that any issues, including bullying, would be addressed promptly.
The inspection highlighted areas for improvement, particularly in reading standards at the end of key stage one, which have been below the national average. The English leader is proactive in monitoring teaching quality and has adjusted the timetable to enhance reading comprehension skills. While progress is evident in key stage two, inconsistencies remain in key stage one, where some pupils, particularly the more able, are not sufficiently challenged.
Leaders are also reviewing the curriculum for subjects beyond English and mathematics, aiming to ensure that pupils build on their learning year after year. This initiative is still in its early stages and requires further development to ensure that mixed-age classes achieve expected progress. Evidence from pupils' work indicates that while they are making progress, there are instances where learning lacks depth, and a deeper understanding of subject material is not always achieved.
The school promotes spiritual, moral, social, and cultural education effectively, with pupils discussing various religions and cultures. Whole-school assemblies foster tolerance and respect, and pupils engage in discussions about important social issues. The school environment encourages reflection and provides opportunities for worship.
Next steps for the school include ensuring that improvement plans are sharply focused and lead to effective actions that enhance outcomes. A more consistent approach to teaching reading comprehension in key stage one is necessary to challenge all pupils adequately. Additionally, curriculum planning should facilitate the building of knowledge across subjects, and leaders must support teachers in enhancing the quality and depth of learning in all areas.
