Barnack CofE (Controlled) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Barnack pupils say they would strongly recommend their school to others.

It is a safe, stimulating place where they can thrive.

Pupils enjoy the school's calm, orderly environment. They behave well throughout the school day.

Pupils understand the school rules. They help each other to keep them. Pupils are kind to others.

Their relationships with adults are supportive and respectful. They agree that 'Everyone is treated equally here, and no-one judges anyone.'

There is little bullying.

Pupils know staff stop it if it does occur. Pupils say, 'It doesn't happen much here. Children like being at school and are happy.'

They tr...ust school staff. Pupils feel there is always someone to talk to about any worries. They feel safe.

Pupils meet teachers' high expectations, including those with special educational needs and/or disabilities (SEND). Pupils are eager to take part in their learning tasks. They get engrossed in interesting activities and many enjoy working at a deeper level.

Pupils are keen to take part in the exceptional broader experiences on offer. Many attend extra clubs. They feel involved in the school because they have a voice.

Very many become articulate and mature as they progress through the school.

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

School leaders have made impressive improvements to the quality of education pupils receive. They have designed a highly ambitious curriculum that matches the exact needs of Barnack pupils.

Leaders have broken down curriculum content into small, precise steps. These ensure that pupils build their learning successfully over time. Pupils achieve high standards by the time they leave Barnack.

School leaders prioritise reading. Staff deliver the structured phonics programme systematically, meaning that pupils learn quickly to blend sounds into words and develop fluency. All staff are trained well and expert in spotting when pupils fall behind.

These pupils are given prompt help. Nearly all stay on track with the phonics programme and go on to achieve highly in reading. Pupils enjoy the wide range of carefully selected books available to them.

Leaders have developed effective ways of helping staff to improve their subject knowledge. This means that teaching expertise is always growing. However, there are still a few subjects where teachers' subject knowledge is not yet secure.

This means that pupils do not learn as well in these subjects.

Teachers constantly revisit what pupils learn. This helps pupils' knowledge to stick and makes them ready for new learning.

Teachers check systematically how much pupils remember. If pupils fall behind, they receive swift help to get back on track. However, teachers are not ensuring that younger pupils learn to form their letters correctly.

This holds some pupils back later on, especially those with lower starting points.

Pupils with SEND are identified accurately and well supported. Teachers modify learning activities well so pupils can access the full curriculum.

Teaching assistants play an important role in helping pupils with SEND to gain the right knowledge and skills.

Teachers ensure there is a purposeful working atmosphere in lessons. Pupils take pride in their learning and expect to work hard.

They like coming to school and attend regularly.

Early years children settle quickly at the start of each day. Staff make sure they feel safe and secure.

Children become absorbed in varied learning activities, especially outside. The early years curriculum is well planned, especially in mathematics and early reading. This ensures that children learn the early knowledge and skills they need to succeed in Year 1.

Very many parents are delighted with their children's start to school.

Pupils' personal development is supported exceptionally well. The strong curriculum for personal, social, health and economic education is carefully supplemented by extra programmes to support emotional development.

Pupils learn about important themes in every subject which prepare them for their future lives. For example, frequent opportunities to engage in debate helps them understand how to express their views.

The formal partnership arrangement between Barnack and two other local schools works well.

Senior leaders provide clear structures so staff and pupils are supported to meet high expectations. The open, reflective culture ensures all voices are heard. This means that staff feel highly motivated and confident in their work.

Governors take their responsibilities seriously. They keep a close eye on leaders' work. They have made a strong contribution to the rapid improvements made by the school.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding culture is strong. Staff receive thorough training.

They know how to spot when pupils may be at risk of harm and are vigilant. Staff know what to do if they have a concern about a pupil.

Leaders act quickly to get pupils the help they need, including working with external agencies.

They check repeatedly that families are getting the right help.

Staff teach pupils how to keep themselves safe, including online. Leaders and governors carry out effective checks to ensure that only suitable people work or volunteer in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are still a few subjects where the curriculum is less refined, and where teachers' subject knowledge is less developed. This means that in these few subjects pupils do not learn in as much depth as in others. School leaders need to continue their work to ensure the curriculum is equally precise in all subjects, and that teachers' subject knowledge is consistently strong across each one.

• Teachers do not ensure that all younger pupils learn to form their letters correctly. This means that the writing development of some pupils, especially those with low starting points, is held back, and leads to having to reteach these basic skills when pupils are older. Leaders need to ensure that teachers prioritise letter formation with the same determination that they prioritise reading, so all pupils progress successfully through the writing curriculum across each key stage.

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