Barling Magna Primary Academy

Highlights from Latest Inspection

Outcome

Barling Magna Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Kelly Sheern. The school is part of the Brickfields Multi- Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Hayley O'Dea, and overseen by a board of trustees, chaired by Sarah Threadgold.

What is it like to attend this school?

Pupils enjoy attending Barling Magna Academy. They feel safe and well cared for by staff.

Pupils accept and value each other for who they are. They show respect and kindness towards... others. Pupils agree that bullying is rare as a result.

The school implements its vision of 'explore, aspire, succeed' in all areas of its work. Pupils experience a wide range of learning opportunities. Expectations for pupils' achievement are high.

Pupils take part in engaging lessons and are enthusiastic learners. Many agree that learning is fun. Pupils collaborate well, often talking to share ideas and solve problems.

They receive personalised support for their individual learning needs. As a result, most pupils achieve well.

The curriculum extends beyond the classroom to include a range of additional opportunities.

Pupils enjoy these experiences. Clubs include sports, creative arts and computing. Educational visits include a local farm, Southend Planetarium and London museums.

Pupils often use public transport to learn safe travel skills. Pupils relish their leadership opportunities, such as being librarians, eco-warriors and house captains. The pupil voice team seeks the views of their peers to improve aspects of school life.

These experiences help prepare pupils for their future role as citizens.

What does the school do well and what does it need to do better?

The school has developed an ambitious curriculum. It has introduced new schemes of work in some subjects.

The curriculum prioritises pupils' writing, reading and mathematics knowledge and skills throughout. Pupils rise to the school's higher expectations and work hard in lessons.

The school has ensured that staff follow a consistent and systematic approach to teaching the new schemes of work.

This includes making sure that pupils develop an understanding of the specific vocabulary in the subjects they study. Recent changes in some subjects allow pupils to learn new topics on a more frequent basis. Pupils are also expected to use and apply their new knowledge in different contexts to reinforce their previous learning.

However, some pupils do not have the required prior knowledge to help them engage well with the more complex learning in the new schemes of work.

Pupils with special educational needs and/or disabilities (SEND) receive effective support. Well-trained staff help pupils to access the same curriculum as their peers.

The school works effectively to identify and meet the needs of pupils with SEND. It has made recent changes to further enhance the support provided by the learning support assistants. Pupils are encouraged to become independent, resilient learners.

Parents of pupils with SEND do not always understand how their child is being supported. The school is considering how to communicate its provision for pupils with SEND more clearly.

Pupils benefit from the school's ambitious approach to reading.

Staff teach the school's phonics programme consistently. They check and make sure that pupils are enthusiastic and fluent readers. Children in Reception are adept at repeating and confidently using the sounds adults model.

Older readers read books that help them practise their reading skills securely. Any pupils who need to catch up attend extra support sessions. Pupils experience a broad range of rich and diverse texts.

They enjoy using the well-stocked library and classroom book corners. The 'reading sheds' in the playground encourage reading at breaktimes.

In early years, children gain solid foundations for their future learning.

Staff make sure that the activities provided help children to explore and deepen their learning of the topics they introduce. Activities are well considered and engaging in all areas of the provision. Children show respect for others, as well as negotiation, sharing and collaboration skills.

There is a focus on developing and promoting children's oral skills and their use of vocabulary in the correct context.

The school promotes pupils' regular attendance. Where pupils do not attend as well as they could, the school works well with parents and carers to provide targeted support.

However, there are still too many pupils who miss vital learning on a regular basis.

Staff adopt a positive approach to managing pupils' behaviour. From the early years, children respond well to this.

They understand the clear routines and expectations that underpin the behaviour strategy. The overwhelming majority of pupils behave well in lessons and around the school.There is a carefully considered programme to support pupils' wider development.

Pupils learn about different cultures and religions. Weekly 'talk for change' lessons provide a valuable opportunity for pupils to discuss important topics, ranging from racism to disability rights.

Staff are proud to work at the school.

They feel leaders consider their well-being and workload. The trust provides effective support for the school. Trustees are experienced, knowledgeable and committed.

They know the school well and challenge leaders, where appropriate, about the key areas that need to improve further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas of the curriculum, the school has adopted new schemes of learning.

Where approaches are new, the school has not always considered well enough the prior knowledge pupils have missed. Consequently, some pupils do not learn as well as they could. The school should ensure that new approaches consider the prior knowledge that pupils have missed and that is needed to be successful in their learning and achieve well across all curriculum subjects.

• Some pupils do not attend school regularly enough. This means they miss out on learning and develop gaps in their knowledge. The school should continue to raise expectations and put in effective, appropriate actions to ensure all pupils have high attendance.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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