Barton St Peter’s CofE Primary School


Name Barton St Peter’s CofE Primary School
Website http://www.barton-st-peters.n-lincs.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 20 March 2018
Address Marsh Lane, Barton-upon-Humber, Lincolnshire, DN18 5HB
Phone Number 01652632286
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 255 (47% boys 53% girls)
Number of Pupils per Teacher 21.4
Local Authority North Lincolnshire
Percentage Free School Meals 22.7%
Percentage English is Not First Language 3.1%

Information about this school

The school is an average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is above average. Three out of 10 pupils are disadvantaged. Almost all pupils are White British. Very few pupils speak English as an additional language. The proportion of pupils who have support for special educational needs and/or disabilities is average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below average. Children start school by attending full-time education in Reception. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6. The school is part of a local collaborative trust that shares its expertise among schools. There have been significant changes in staffing and leadership since the previous inspection. The headteacher took up post from January 2018 after being the acting headteacher from 1 March 2017. An acting deputy headteacher was appointed from April 2017. A substantive deputy headteacher has been appointed to start in September 2018. Recently, there have been significant changes to governance, with several new governors and a new chair of the governing body. Two new classrooms were added to the school in September 2017 to accommodate increasing numbers of children attending the school. The new headteacher commissioned a review of the use of the pupil premium funding. The review took place in early March 2018. The report had not been completed by the time of the inspection.

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, the quality of teaching and leadership has been inconsistent and not good. Consequently, pupils are not making good progress in key stages 1 and 2 in reading, writing, mathematics and a range of subjects. Teachers are not using assessment, precisely, to set work that matches pupils’ needs and abilities. As a result, pupils’ progress is not good, particularly for the most able and middle-ability pupils. Subject leaders do not check pupils’ work thoroughly. They do not check how well new initiatives are working. As a result, pupils do not make good progress. Questioning is not used skilfully and does not deepen pupils’ knowledge, skills and understanding. Teachers’ planning is not used well to ensure that pupils deepen their learning in a wide range of subjects. There are too few practical experiences in science. Children in early years have made the progress expected of them, but not good progress. As a result, the provision requires improvement. Leaders have not made sure the curriculum provides sufficient opportunities for pupils to write at length and apply their mathematical skills in a wide range of subjects. Leaders and governors have not made sure that disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities catch up The school has the following strengths The new headteacher, and governors, are now tackling the school’s weaknesses and there are clear signs of improvement. Morale is high and staff support leadership’s actions fully. Parents and carers are very supportive of the school. They recognise that the changes being made by the headteacher and governors are improving the school. Pupils say they are safe and enjoy school. They have positive attitudes to learning and love reading. Pupils’ spiritual, moral, social and cultural understanding is well developed. The physical education and sports funding is spent very effectively. Pupils enjoy sport and are very active.