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Barnabas Oley CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Barnabas Oley Primary School is a calm and happy place to learn. Pupils thrive in the family atmosphere of this small, friendly school. Strong relationships with staff and peers are warm and caring.
Pupils are confident that staff will help and support them if they have problems.
Pupils are highly motivated and have positive attitudes towards their learning. The school has high expectations of pupils' behaviour and conduct.
This helps pupils to feel happy and safe at school.
The school's curri...culum is ambitious. Pupils achieve well.
Opportunities for representing the school such as in sporting competitions, spelling bees and public speaking events help pupils to develop their talents and interests. Pupils look forward to these events.
Pupils learn to be articulate.
They enjoy sharing their learning and extra-curricular experiences. Pupils confidently explain how they contribute to their school community. Pupils value the range of leadership opportunities on offer.
These include play leaders, sports captains and peer mediators. Older pupils look forward to helping the younger pupils. They know this helps to create their caring school.
Pupils enjoy contributing positively to their school being a happy place to be.
What does the school do well and what does it need to do better?
The school has implemented a broad and well-thought-through curriculum. This starts in the early years, where key learning, vocabulary and skills are clearly set out.
This supports all pupils to secure key knowledge and skills before moving on in their learning. As a result, pupils progress well through the curriculum. They are well prepared for their next stages.
The school's inclusive nature enables pupils with special educational needs and/or disabilities (SEND) to access the same curriculum as their peers. Staff systematically check all pupils' understanding and quickly identify misconceptions. This means that pupils' gaps in learning are filled quickly.
Staff provide well-chosen resources and make effective adaptations. These enable pupils with SEND to access the learning successfully.
High-quality training and support help staff to teach the curriculum effectively.
This means that staff have a wealth of strategies to support pupils in learning the curriculum well. Staff break learning down into small steps and provide effective scaffolding for learning tricky concepts. In some subjects, leaders do not always check that the curriculum is being delivered to the same high expectations.
This means that some pupils are not as confident in recalling content previously taught and connecting this with new learning.
The well-established phonics programme helps children from early years to become confident readers. They learn the sounds that letters make quickly and apply this to reading and writing.
Pupils who are not keeping up with the programme are identified quickly. They get the support they need to become confident, fluent readers. There is a strong reading culture in the school.
The love of reading permeates through the curriculum. Pupils enjoy talking about the books they have read. They thrive on making recommendations to their peers.
Pupils use the vocabulary learned in their writing.
The school has high attendance. Pupils want to be in school so that they can take part in the fun, exciting activities that staff prepare for them.
The school monitors attendance closely. It provides support for families and pupils. Close links with the family support worker ensure that pupils' attendance improves quickly.
Pupils develop a strong understanding of what it means to have perseverance and resilience. From early years, pupils develop their independence and try new things. Pupils are well supported to develop their interests and talents.
The wide offer of activities, including music lessons, means that pupils find something that they can excel in. Pupils enjoy performing as part of the school choir. The weekly performances from pupils during singing assemblies are an example of how pupils' contributions are valued by all.
The school has identified key areas for development effectively. High-quality staff training ensures that staff have the skills they need to teach the curriculum well. Staff feel well supported by the school and are proud to work here.
Governors share the school's high expectations. They ask questions to challenge leaders and ensure that pupils are receiving a high standard of education.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some areas of the curriculum leaders do not check that pupils are learning the curriculum as intended. This means that sometimes pupils are not developing a deep understanding of the curriculum subject, so that they can connect their prior learning to new learning. The school needs to ensure that it carries out regular checks to ensure that pupils are remembering more and able to do more over time.
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 outstanding 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 outstanding for overall effectiveness in October 2018.
