Stanley Burnside Primary School

What Ofsted said

From the inspection on 17 February 2026

Stanley Burnside is an inclusive school, where all pupils are welcomed and valued. Pupils build positive relationships with staff who know them well. They usually behave well and show courtesy and respect. If bullying occurs, teachers address it swiftly. Pupils feel happy and safe in school. Through the curriculum, assemblies and visiting speakers, they learn how to stay safe online and in the community. As pupils journey through the school, they enjoy their experiences both in and outside of lessons. They especially enjoy visits to local places of interest, as they say ‘it makes learning real.’ By the end of key stage 2, pupils generally achieve well. However, younger pupils do not master the key skills needed to read and write fluently. In most year groups, pupils often do not write letters and numbers accurately. They frequently spell basic words incorrectly or do not use capital letters properly. Leaders work hard to identify the barriers pupils might face, including pupils who have special educational needs and/or disabilities. They identify support to help pupils overcome many challenges. This has led to improved attendance and more access to learning in class. Additionally, staff teach pupils how to keep their bodies and brains healthy. The school values are embodied by the ‘Burnside bunch’, a group of dinosaurs representing each value. Pupils enjoy earning badges that recognise when they have demonstrated one of the values. Through assemblies, the curriculum, and community activities, pupils gain an understanding of why everyone should be treated equally. They recognise and demonstrate the importance of being respectful and tolerant. Pupils are well prepared for life beyond school. Parents are supportive of the school. They say that they benefit from a range of life courses provided by the school.

What the school should improve

• Leaders should ensure that checks on pupils' learning in class and during any wider support are used effectively to identify and address gaps in pupils' understanding, including those with special educational needs and/or disabilities.
• Leaders should guide staff in teaching pupils the foundational knowledge needed to learn well and achieve their best in statutory assessments, such as the phonics screening and multiplication tables checks.
• Leaders should ensure that staff provide children in the early years provision with tasks and resources that are sufficiently ambitious so that they are better prepared for the next stages in their education.
• Leaders should ensure that pupils develop a secure and detailed knowledge of fundamental British Values.

Read the full Ofsted report (opens in a new tab)