Barlborough Primary School

Highlights from Latest Inspection

Main findings

A strong sense of 'being at the heart of the community' pervades Barlborough Primary School. This is a good school where pupils are well cared for and their safety and well-being are given a high priority by the staff. Pupils enjoy coming to school and their attendance is excellent.

Overwhelmingly, parents and carers have a positive view of the school and one typical comment stated: 'The school feels like a happy and positive place to be. There is a sense of community, which is encouraged in all year groups, and I think this is an important part of school.' Pupils achieve well and by the time they leave the school reach standards above those expected nationally.

Since the last inspection stan...dards have improved and since 2009 achievements in English and mathematics have been significantly above average. This is because the school has focused on the progress of pupils, particularly that of boys, intervening to support learning where necessary, sharing learning targets with pupils and ensuring that teachers have high expectations for all. As a result all pupils, including those with special educational needs and/or disabilities, make good progress because they are well supported.

The quality of teaching is good and there is some outstanding practice. However, too often there is an over-emphasis on adult direction and opportunities are missed to encourage pupils to take more responsibility for their own learning. In recent years the school has moved forward at a good rate.

Improvements to the quality of provision, particularly the consistently good teaching in Key Stages 1 and 2 and the effective challenge now provided for more-able pupils, are contributing to improved attainment by Year 6. The school's capacity to improve further is good. This is evident in the strong sense of teamwork, high levels of commitment by staff and school leaders, and monitoring which results in an accurate evaluation of the school's work.

Structured activities in the Early Years Foundation Stage ensure that children progress well, especially in communication, language and literacy, and problem-solving, reasoning and numeracy. As a result, they leave their Reception Year with outcomes that are above average. Although there is some good teaching, provision across all aspects of the Early Years Foundation Stage is inconsistent.

The uncovered outdoor area is underdeveloped and not all children benefit regularly from the full range of opportunities for outdoor learning. During whole class and small group sessions, activities and questioning by adults are well matched to children's varying abilities. However, at times activities are overly adult-directed and children have insufficient opportunities to learn independently and make choices.

Consequently, adults miss the chance to question children in order to advance their learning.

Information about the school

Barlborough is an averaged sized primary school although, due to uneven intake numbers, some pupils are taught in mixed-aged classes. The proportion of pupils known to be eligible for free school meals is just under half the national average.

The proportion of pupils from a minority ethnic background is much lower than average, as is the proportion of pupils who speak English as an additional language. In comparison to most schools, the proportion of pupils with special educational needs and/or disabilities or a statement is lower than the national average. Since the last inspection the school has been awarded Healthy Schools status, and the Activemark and Basic Skills awards.

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