Bursley Academy, located in Bradwell, Newcastle, Staffordshire, underwent an inspection on February 20 and 21, 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The headteacher, Brian Wilkinson, leads the school, which is part of the Collective Vision Trust, overseen by CEO Lynn Jackson and chaired by Sarah Gribbin.
The school is characterized by a strong family atmosphere, where caring relationships between staff and pupils are evident. Pupils feel secure and describe staff as their guardians. They are friendly, cheerful, and well-mannered, contributing to a welcoming environment. Leaders at all levels are committed to improving the school and recognize the need for further enhancement in educational quality to ensure pupils achieve well across the curriculum.
The school fosters a relaxed atmosphere, with pupils enjoying their time at school and maintaining good attendance. They engage positively with their peers during lessons and on the playground. However, there are instances where pupils lose interest if the work does not meet their needs. Parents and carers express overwhelming positivity towards the school, particularly appreciating the dedication of staff in supporting their children.
In the early years, children thrive in a language-rich environment, enjoying meaningful learning opportunities. Staff effectively plan activities that build on prior knowledge, fostering connections between new and existing learning. The school has made strides in organizing the curriculum across subjects, outlining the knowledge and skills pupils will acquire. However, there are areas, particularly in English, where pupils lack sufficient opportunities to apply their spelling, punctuation, and grammar knowledge in extended writing tasks. Additionally, there is a need to address the inconsistent standards of handwriting and presentation among pupils.
Staff demonstrate secure subject knowledge and effectively model language, yet the school does not consistently assess pupils' prior knowledge to inform lesson planning. This inconsistency can lead to mismatched learning activities, resulting in disengagement and limited achievement. The school promotes a love of reading through high-quality texts and a well-stocked library, with phonics teaching being well-structured and effective.
Pupils with special educational needs and disabilities are accurately identified and included in lessons. However, when learning activities do not align with their needs, it hampers their access to the curriculum. Curriculum leaders possess the necessary expertise but have limited opportunities to evaluate the effectiveness of their subjects, hindering their ability to identify areas for improvement.
The school provides strong pastoral care, ensuring pupils feel valued and understand healthy lifestyles. They appreciate their roles within the school community and benefit from various extracurricular activities. Staff express pride in being part of the Bursley team, noting manageable workloads and supportive leadership.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school must develop its writing curriculum further, enhance the use of formative assessment to inform teaching, and ensure consistent checks on curriculum delivery across subjects. Additionally, the school should focus on instilling a sense of pride in pupils' work to improve the quality of handwriting and presentation. Overall, while Bursley Academy has strengths in various areas, targeted improvements are necessary to elevate the quality of education provided to its pupils.
