|Name||Barton Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 April 2015|
|Address||Silver Street, Richmond, DL10 6LJ|
|Religious Character||Church of England|
|Number of Pupils||47 (48% boys 52% girls)|
|Number of Pupils per Teacher||11.8|
|Academy Sponsor||Dales Academies Trust|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||19.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||25.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much smaller than the average sized primary school. Most pupils are White British. The school makes no use of alternative provision. The proportion of disadvantaged pupils is below average. The term disadvantaged is used to describe those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. Both these groups are eligible for support through the pupil premium funding. The proportion of pupils who have special educational needs is slightly above average. There are no disabled pupils in the school. There were less than 10 pupils in Year 6 in 2014 and so information on whether the school meets the government’s floor standards, the minimum expectations of pupils’ attainment and progress by the end of Year 6, is not relevant. Pupils are taught in three mixed-age classes. Children in the Reception class receive full-time education alongside pupils in Year 1. The headteacher took up her post in September 2014. All teachers have been appointed within the last 12 months.
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because : The headteacher’s clear plans for improvement have not had sufficient time to secure pupils’ good achievement, including for children in the early years. Too few pupils make good progress in reading, writing and mathematics as they move though the school. Teaching requires improvement. Lessons are not always interesting enough to make pupils keen to learn as much as they can. Teachers in Reception and Years 1 to 3 do not provide enough opportunities for pupils to develop independence through thinking hard and applying their learning to a range of different tasks and practical activities. Assessment of pupils’ learning is not always accurate or used well enough to provide activities which meet the needs of different abilities. Pupils do not always behave well in lessons and there is occasionally some low-level disruption to learning. Expectations of the amount and quality of pupils’ work are not always high enough. Pupils rarely have the opportunity to follow up the guidance given in marking about improving their work. The most able pupils are not always moved on to harder work quickly enough. Sometimes, they are left for too long to get on with work without any adult support. They are not always challenged in their learning or given enough opportunities to extend their thinking and deepen their understanding. Middle leaders are in the early stages of developing their skills. As a result, the curriculum is not yet strong across the full range of subjects and provision for children in the early years requires improvement. The school has the following strengths The newly appointed headteacher has a very secure understanding of the school’s strengths and weaknesses. Her actions have already improved pupils’ behaviour in and are showing a measurable impact on teaching and on accelerating progress in Years 4, 5 and 6. As a result, this is an improving school. Disabled pupils and those who have special educational needs make good progress owing to high-quality intervention and support. Governance is strong. Governors are very well informed about pupils’ progress. They check that any extra support given to improve progress is effective, regularly seek pupils’ views on their learning and look at samples of pupils’ work. Pupils say that they feel safe in school. They know that staff look after them well and are confident in asking for help when they need it.