Briercliffe Primary School, located in Burnley, Lancashire, underwent an inspection on June 6 and 7, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in February 2020 had rated the school as good.
The school is characterized by a welcoming environment where pupils feel included and valued, regardless of their differences. Students exhibit kindness and consideration towards one another, fostering a sense of happiness and safety within the school community. They trust that staff will address any concerns they may have, contributing to a positive atmosphere. Leaders at the school have high aspirations for all pupils, including those with special educational needs and disabilities. While many students achieve well in most subjects, there are notable gaps in knowledge in certain areas, leading to uneven overall achievement.
Pupils are encouraged to meet high expectations for behavior, and they generally respond positively, displaying politeness and good manners. The school has effective systems in place to identify and address bullying, ensuring that any incidents are dealt with promptly. Students appreciate the opportunities to take on responsibilities, such as participating in the school council or serving as sports leaders, which helps to build their self-confidence and teamwork skills.
In the early years, children benefit from a well-structured curriculum that effectively supports their development in language and numeracy, preparing them for the Year 1 curriculum. However, the school faced challenges in ensuring that Year 6 pupils were adequately prepared for key stage 3, particularly in reading, partly due to the impact of the COVID-19 pandemic. The teaching of reading has been inconsistent across year groups, prompting new leaders to take urgent action to revise the reading curriculum and provide additional training for teachers.
While leaders have made recent changes to the curriculum, some subjects still reveal gaps in pupils' knowledge due to previous weaknesses. There is a need for better systems to help teachers assess what pupils remember from prior learning. Some pupils, including those with special educational needs, may not receive lesson activities that build on their existing knowledge, hindering their learning progress.
Leaders promote a love of reading throughout the school, and most pupils become fluent readers by the end of key stage 1. However, some staff require further training to effectively support pupils in their reading development. The school has effective systems to identify the additional needs of pupils with special educational needs, and staff generally adapt learning activities well for these students.
Pupils demonstrate good behavior and attentiveness in lessons, allowing for a focused learning environment. Leaders prioritize pupils' wider development, teaching them about diverse family structures and the importance of healthy living. The governing body is beginning to provide more support and challenge to school leaders, enabling improvements in educational quality, although some changes are still in the early stages.
Leaders are mindful of staff workload and well-being, and staff express positive sentiments about their work environment and the support they receive. The safeguarding arrangements at the school are effective, with staff trained to recognize signs of potential harm and follow clear procedures for reporting concerns. Overall, while Briercliffe Primary School has strengths in various areas, there are significant opportunities for improvement in the quality of education and leadership to ensure all pupils achieve their full potential.
