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Children in early years, and pupils in key stages 1 and 2, excel in their learning and prosper at Barrow Hall Community Primary School. They live up to leaders' high expectations. Pupils achieve exceptionally well and become confident, articulate learners.
They develop a deep knowledge of curriculum subjects because they are supported very ably by staff. Pupils are thrilled with their new learning. They explain their knowledge clearly and accurately, often using complex words and concepts.
Pupils meet the high bar that leaders set for their behaviour. They are self-controlled and act with much care and consideration for others. Their conduct in lessons, on corridors a...nd outdoors is exemplary.
If bullying should happen, leaders resolve such incidents very effectively.
Pupils, including those with special educational needs and/or disabilities (SEND), feel safe and are happy. They feel respected, included and have many friends at this school.
They have high regard for other people. Many pupils told inspectors that they learn not to judge what other people say, or any disabilities that they may have.
Pupils develop their individual talents and interests incredibly well.
They profit from leaders' exceptionally well-designed enrichment programme. For example, most pupils attend extra-curricular clubs, such as basketball, drama and choir. Pupils in key stage 2 undertake rewarding residential trips, for instance to outdoor activity centres.
What does the school do well and what does it need to do better?
Leaders have established respect and ambition at the heart of this very successful school. Everyone is welcome and included fully. Leaders have an excellent understanding of what constitutes an outstanding education offer so that pupils excel academically, socially and emotionally.
Senior and middle leaders guide, support and enable staff exceptionally well to achieve leaders' ambitious vision.
Pupils, including those with SEND, experience a wonderful education. They learn the curriculum knowledge that they need to know, and they achieve impressively well.
Pupils gain this remarkable foundation for their future lives because leaders seek only the best for pupils.
Leaders make certain that, in each subject, the content of the curriculum is very well thought out. They identify the key knowledge, including vocabulary, that pupils will learn and the order in which this should be taught.
Leaders draw on their careful thinking about the curriculum, including findings from up-to-date educational research. Their curriculum is also steeped in the history of the former Burtonwood United States Air Force base, on which the school buildings are now located.
Staff teach leaders' intended curriculum with skill and passion.
They provide learning activities that engage pupils deeply in their studies. Teachers draw on their first-rate subject knowledge and understanding of how to teach, guided by expert leaders.
Teachers review whether pupils have learned and understood what they have been taught.
Teachers adapt learning activities and address gaps in pupils' knowledge very effectively. Pupils remember their learning and understand the connections between essential concepts and ideas. Pupils use the excellent vocabulary that they have learned, to explain their knowledge with maturity and fluency.
Taught by expert staff, pupils learn phonics quickly and securely. Leaders ensure that those pupils who find reading more difficult receive the frequent, individual help that they need to catch up with their peers. Pupils read with speed, accuracy and expression.
Pupils across the school share a love of reading. Beginning in the Reception Year, staff read high-quality stories and poems to pupils often. Pupils enthuse about the work of a range of playwrights, authors and poets.
They read a wide range of literature with understanding.
Leaders ensure that teachers identify the additional needs of pupils with SEND, as well as the barriers to their learning, quickly and accurately. Teachers make sure that these pupils have the support that they need to learn the content of the curriculum exceptionally well.
Leaders ensure that all pupils have access to the same wide-ranging learning and social opportunities. Pupils with SEND thrive. They feel included and experience success academically and in other aspects of school life.
Leaders shape the curriculum carefully to make sure that children in early years learn and achieve very well. Children become confident and communicative. They develop considerable knowledge across all areas of learning.
For example, they develop an in-depth appreciation of books and numbers. They learn how to manage their own emotions and how to physically move their bodies with skill and control. Children develop a rich appreciation of language, including an impressive knowledge of Spanish.
Pupils are polite, extremely considerate and sensible. Their excellent behaviour contributes to the calm feeling evident around the school. Staff are able to focus on teaching the curriculum in lessons.
Pupils develop feelings of self-worth, empathy and a sense of belonging. Leaders ensure that pupils develop a deep understanding of, and respect for, the differences between people and communities. Leaders arrange a wealth of well-considered opportunities to develop pupils' wider knowledge and to inspire them, for instance through theatre visits.
Staff prepare pupils very well for the many opportunities and responsibilities of life. For example, pupils develop an exceptional understanding of their environmental responsibilities.
Governors have a detailed understanding of the work of the school.
They make highly effective use of their expertise to challenge and support leaders.
Leaders communicate very well with parents and carers, who are highly satisfied with leaders' work. Likewise, leaders engage widely with staff.
They are mindful of staff's workload and well-being. Members of staff described Barrow Hall Community Primary School as a wonderful place to work. They told inspectors that leaders recognise and nurture their individual needs, skills and educational passions.
Safeguarding
The arrangements for safeguarding are effective.
Pupils learn to keep themselves safe online as well as at the school and in the community. They learn to respect one another's bodies and privacy.
Senior leaders have established a 'stay safe team' so that pupils and staff can share any safeguarding concerns easily. Leaders provide staff with frequent training on safeguarding. They check thoroughly how well staff understand their responsibilities.
Leaders' and staff's recording of potential concerns about pupils is clear, factual and detailed.
Leaders review safeguarding information carefully and liaise with other agencies, such as social care services, quickly and appropriately. Leaders understand how to respond if safeguarding concerns were to arise about any adult at the school.
