|Name||Barrow Island Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 May 2014|
|Address||Trinity Street, Barrow-in-Furness, Cumbria, LA14 2SJ|
|Religious Character||Does not apply|
|Number of Pupils||169 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.2|
|Percentage Free School Meals||22.9%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||20.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Barrow Island is smaller than the average-sized primary school. The proportion of pupils for whom the school receives the pupil premium is much higher than that found nationally. (The pupil premium is additional government funding for pupils known to be eligible for free school meals and those children that are looked after by the local authority.) The proportion of pupils supported at school action is higher than that found nationally. The proportion supported by school action plus or with a statement of special educational needs is also higher than average. The large majority of pupils is White British. Very few are from minority ethnic backgrounds or speak English as an additional language. The deputy headteacher is the chair of the Furness Inclusion Group and the literacy co-ordinator is a member of the Furness Enterprise Committee. Since the previous inspection, the school has returned to its original school site. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. The exceptionally caring school community is highly valued by pupils and their families. Pupils’ achievement and attainment have improved to good since the previous inspection. Whatever their starting points, most pupils make good progress throughout their time at school. By the time they leave school, pupils reach higher than the national average in mathematics. They reach expected standards in reading and writing and are well prepared for the next stage in their education. Teaching has improved and is now consistently good. All staff and volunteers encourage pupils to aim high. Pupils enjoy learning. Activities are planned carefully to meet the varying needs of all pupils. The school works extremely well with families and external agencies to support pupils whose circumstances might put them at risk. As a result, pupils say they feel very safe. Behaviour is good. From an early age, pupils develop a strong desire to find out things for themselves. The ‘Golden Rules’ help pupils to choose appropriate behaviour. The headteacher is inspirational. She has a clear view of how successful the school can be. Only the best is expected of pupils and staff. All staff work well as a team and are passionate about ensuring pupils’ personal development as well as their academic achievement. School leaders, including governors, have taken firm steps to improve the quality of teaching and pupils’ achievement. The school continues to get better. It is not yet an outstanding school because : There are missed opportunities to relate pupils’ numeracy work to real-life situations. Pupils often use incorrect grammar when speaking and this is reflected in their writing. Reading records do not always show how well pupils are reading, both in school and at home. Some middle leaders are at an early stage in developing their areas of responsibility.