In a recent Ofsted inspection, Burnt Ash Primary School in Bromley was confirmed to have maintained its standards, scoring Outstanding in its previous Ofsted inspection in October 2019.
The report outlined that the school has “taken effective action to maintain the standards identified at the previous inspection.”
Burnt Ash Primary School is a mixed academy located on Rangefield Road in Bromley, serving pupils aged 5 to 11.
Led by Headteacher Tracey Dinnage, the school is the sole institution within its single academy trust, which is also named Burnt Ash Primary School. Governance is provided by a board of trustees chaired by Byron Danahay.
The school currently has 429 pupils on its roll, and offers specially resourced provision for 21 pupils with severe learning difficulties, who have an education, health and care plan (EHCP). Burnt Ash does not use alternative provision but supports families through a breakfast and after-school club.
The inspector commented on the school’s “excellent education” and value of learning, as well as the safety and behaviour of its pupils.
Pupils at the school take on leadership roles such as ambassadors and play leaders, with children “supporting each other and the wider community” within these roles.
The report also commented on parents and carers, who “speak highly of the school” and recognise the “strong and pastoral care and nurturing environment” that the pupils are educated within.
Pupils are taught an “ambitious and rich curriculum”, with learning structured to help pupils build on their previous knowledge.
The school uses an ‘enquiry-based’ approach to learning, with pupils using weekly ‘enquiry days’ to build on their knowledge with research and investigation.
For instance, pupils learning history explore the roles that different people played in the Second World War.
At Burnt Ash Primary School, reading was described to be the “bedrock of the curriculum”, with “a diverse and ambitious” range of books.
Staff were also praised in the report for their ability to create engagement with books, as well as their support helping pupils read and learn phonics.
Children in Reception were observed to be “enthusiastic” about their learning, with many of them having a “strong foundation“ to advance to Year 1 through learning language and numeracy.
The report also described the provision for SEND pupils as “exceptional”, with pupils’ needs “identified quickly” to help them in the classroom.
Talents of pupils with additional needs are also developed at the school to help them “build independence”.
Finally, the report also commented on the school’s “excellent” provision for personal development, with pupils able to take on a wide range of clubs, competitions and activities such as choir, athletics and coding.
