West Burton Church of England Primary School, located in North Yorkshire, underwent an inspection on April 19 and 20, 2023. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behaviour and attitudes, personal development, and leadership and management. However, the early years provision was marked as requiring improvement. The school has maintained a good rating since its previous inspection in February 2018.
Pupils at West Burton are well-behaved both in lessons and during playtimes, with a low incidence of bullying reported. They feel safe and are aware that they can approach adults with any concerns. The school operates in a federation with two partner schools, allowing for a collaborative educational experience. Pupils return to their registered school for a weekly celebration assembly, fostering a sense of community.
Leaders at the school have high expectations for pupil achievement and provide a broad curriculum. However, the early years curriculum lacks sufficient detail to adequately prepare pupils for Year 1. While learning plans are in place for pupils with special educational needs and disabilities, some do not fully reflect the pupils' primary needs, leading to inconsistent progress in their learning.
Pupils enjoy a variety of experiences linked to the curriculum, such as participating in the Wensleydale tournament, where they showcase their musical talents. The school has reorganized year groups to enhance learning, allowing for single-age classes where possible, which has been positively received by pupils. The phonics programme is well-structured, helping pupils become fluent readers, and the reading materials reflect diverse cultures and genres.
Subject leaders demonstrate strong knowledge of their curriculum areas, although some subjects, like history, have broad objectives that can lead to inconsistencies in delivery. This sometimes results in pupils struggling to grasp new concepts. Leaders are aware of these issues and provide training and coaching to staff to address them.
In the early years, the curriculum is less developed, with unclear expectations for what should be taught. Staff do not consistently model language effectively, which can hinder vocabulary development. Some pupils struggle with independent work, which can distract others. Leaders seek support from partner agencies for pupils with SEND, but the support provided is inconsistent, and specific needs are not always clearly defined.
Pupils receive a strong education in personal, health, and social education, gaining an understanding of equality and cultural diversity. They engage in community initiatives, such as reducing plastic use. The school has effective systems in place to improve attendance and maintain high behaviour standards. Pupils are polite and respectful, with opportunities for leadership roles enhancing their confidence.
The governing body is actively involved in the school's strategic decisions and provides effective support to senior leaders. Safeguarding arrangements are effective, with staff trained in child protection procedures. Pupils learn about safety, including online safety, and participate in practical workshops on everyday safety.
To improve, leaders need to set more ambitious expectations for early years pupils and provide clearer guidance on the curriculum. They should ensure that the needs of pupils with SEND are accurately identified and addressed. The ongoing revision of the curriculum should include detailed guidance for teachers to ensure consistent delivery across all subjects.
