In a recent OFSted inspection, Burnt Ash Primary School in Bromley, confirmed to have maintained its standards, scoring outstanding in its previous Instend inspection in October 2019.
The report described that the school has “effective action tasks to accumulate the standards identified in the previous inspection.”
Burnt Ash Primary School is a mixed academy located in Rangefield Road in Bromley, serving students from 5 to 11 years.
Directed by the director Tracey Dinnage, the school is the only institution within her single Academy Trust, which is also called Burnt Ash Primary School. The governance is provided by a meeting of trustees presided by Byron Danahay.
Currently, the school has 429 students in their roll, and offers a special provision of resources for 21 students with serious learning difficulties, who have an education, health and care plan (EHCP). Burnt Ash does not use an alternative provision, but supports the family through a breakfast and breakfast club.
The inspector commented on the “excellent education” of the school and the value of learning, as well as the safety and behavior of their students.
The students of the school assume leadership roles as ambassadors and games leaders, with children “supporting each other and the community in general” within these roles.
The report also commented on parents and caregivers, who “speak very well of school” and collect the “strong and pastoral atmosphere of care and aging” in which students are educated.
Students are taught a “rich and rich curriculum”, with structured learning to help students build about their previous knowledge.
The school uses a consumer -based learning approach ‘, with students who use’ research days’ to develop their knowledge with research and research.
For example, history learning students explore the roles that different people played in World War II.
In Burnt Ash primary school, Reading described that it was the “rock bed of the curriculum”, with a range of “diverse and ambitious” books.
The staff were also praised in the report for their ability to create commitment to books, as well as their support to help students read and learn phonetics.
It was observed that children at the reception were “enthusiastic” for their learning, and many of them have a “strong basis” to advance to year 1 through learning language and arithmetic.
The report also described the willingness to send students as “exceptional”, with the “students’ needs” quickly “to help them in the classroom.
Students’ talents also developed at school to help them “generate independence.”
Finally, the report also commented on the “excellent” disposition of the school for personal development, with students capable of assuming a wide range of clubs, competitions and activities such as choir, athletics and coding.
