Ofsted conducted a short inspection of Burford Primary and Nursery School on 8 May 2019, following its previous judgment of good in December 2013. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has created a welcoming and inclusive environment where respect is paramount. Leaders demonstrate a strong commitment to improvement and have redesigned the curriculum to enhance learning opportunities for pupils. The enthusiasm of both staff and pupils for the well-planned topics and theme weeks is evident, with pupils expressing that these experiences make learning engaging and enjoyable.
Since becoming an academy in 2016 under the Transform Trust, the school has established a skilled local governing body that operates with significant autonomy. This structure allows the school to cater to the specific needs of the Burford community. Leaders at all levels are aware of areas for improvement and actively monitor the school's performance, ensuring that governors gather information from various sources to inform their oversight.
Parental feedback is overwhelmingly positive, reflecting the school's commitment to fostering supportive relationships. Parents appreciate the care and attention their children receive, contributing to a positive school culture. Pupils exhibit politeness and respect, contributing to a calm learning environment. They express pride in their school and its motto, which encourages aspiration and achievement.
The inspection highlighted areas for improvement in mathematics and writing. While previous weaknesses in mathematics have been addressed, recent outcomes showed a decline in performance. Leaders are implementing necessary changes to enhance mathematics teaching, and there is a clear focus on improving writing skills, particularly in spelling and length of writing across subjects. Pupils take pride in their writing, which is consistently of high quality.
Safeguarding measures are effective, with staff trained to recognize and respond to concerns. Pupils feel safe and know they can approach trusted adults for support. The curriculum includes lessons on internet safety and healthy relationships, ensuring pupils are well-informed about potential risks.
Pupils' outcomes in reading are closely aligned with national averages, and leaders have prioritized reading in the curriculum. A new approach to teaching reading has been introduced, fostering a love for reading among pupils. However, there is a need to challenge pupils further to achieve higher standards.
The school serves a high proportion of disadvantaged pupils and receives significant pupil premium funding. Leaders have implemented initiatives to enrich the learning experiences of these pupils, but there is a need for more effective targeting of funding to ensure that disadvantaged pupils achieve their potential. Staff are aware of the barriers faced by these pupils and provide support through counseling and additional teaching assistance.
Moving forward, leaders are encouraged to refine their curriculum approaches in reading and mathematics to deepen learning and ensure consistent implementation. Additionally, careful evaluation of pupil premium funding is necessary to enhance the progress of disadvantaged pupils. The school is committed to continuous improvement, aiming to provide all pupils with the best possible educational experience.
