|Name||Barden Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 December 2014|
|Address||Burnley Campus, Barden Lane, Burnley, Lancashire, BB10 1JD|
|Religious Character||Does Not Apply|
|Number of Pupils||417 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.1|
|Percentage Free School Meals||17%|
|Percentage English is Not First Language||88.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is larger than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is just below average. The proportion of disadvantaged pupils is above average. The term disadvantaged is used to describe those pupils who are known to be eligible for free school meals and for those children who are looked after by the local authority and are eligible for the pupil premium. This proportion has risen slightly over the past three years. The proportion of pupils from non-White British families is much higher than average. The proportion who speak English as an additional language is well-above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. A breakfast club, which is managed by the governing body, operates every school day for pupils who attend this school. The school shares a building, grounds and facilities with a nursery school, a children’s centre, a special school, a sixth form, a faith centre and a public library. These provisions are subject to separate inspections and their reports may be viewed at www.ofsted.gov.uk. Early years provision is full time in the Reception classes. The school has gained several awards including the Lancashire Race Equality Mark and Healthy School status.
Summary of key findings for parents and pupils
This is a good school. The drive and ambition of the headteacher is supported fully by the very effective leadership team and purposeful governing body. As a result, pupils’ progress is accelerating rapidly and the quality of teaching improving strongly. Pupils’ behaviour is exemplary. Pupils are thoughtful, extremely well mannered and take great pride in their school and in their work. Pupils feel very safe at school because of the excellent way they are looked after. Leaders place the greatest importance on knowling every pupil well. They implement robust systems to keep all pupils safe. The quality of teaching is good and some is outstanding. Teachers have high expectations. Teaching assistants and other support staff make a good contribution to pupils’ learning. Parents are very supportive of the school. They agree that the care and welfare of all pupils are strengths of the school. Pupils benefit from a lively curriculum. They enjoy the well-planned topics and benefit from school trips that inspire new subject knowledge. Children settle quickly and get off to a good start in the Reception classes. They make good progress towards acquiring the essential skills for the next stage of learning. It is not yet an outstanding school because : Pupils, especially the most able, do not move on quickly enough to more challenging work in lessons, particularly in mathematics. This limits their progress. Pupils do not often use their own initiative in their learning.