Barrow Hill Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school and say, 'Learning is fun.' They show a real interest in books and are developing a love of reading across the school. Pupils told us, 'We are a book school.'

Pupils are proud of the high-quality art work on display. They enjoy taking part in musical projects. These boost their self-esteem and enrich their personal development.

Visits to places of interest and taking part in sports clubs spark pupils' enjoyment and excitement.

Through the values of trust, respect and fairness, pupils learn about how to be a good citizen. They can share their ideas and show respect about the views of others.

The school council, 'worry wipers' and ...school house captains provide opportunities for pupils to take and show responsibility. Pupils' behaviour in lessons and around the school is good. They are rarely absent from school.

Pupils feel safe and well cared for. They know who to talk to if they have any concerns and said that staff are very good at listening. They are confident that staff would sort out any problems they have.

Pupils say that bullying very rarely happens but, nevertheless, understand the different ways in which it can take place.

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

In English and in mathematics, pupils are taught in smaller groups. This allows teachers to give them quicker support and challenge when they are needed.

In mathematics, teachers plan very well and in a logical way. They know exactly what pupils must do to build on their previous learning. Pupils show good recall of what they have learned earlier in the school.

They use this knowledge to tackle more complex problems. It is no surprise that standards in mathematics are high.Some pupils start Year 3 with low phonics knowledge and skills.

Teachers promptly identify pupils who need extra help. These pupils get focused phonics and reading support in small groups. This helps pupils to catch up and become confident readers.

Pupils read a wide range of high-quality books at school and home. Teachers support pupils' understanding of new language they meet in their reading. Pupils are taught how to improve their reading, so they can become fluent readers.

They are encouraged to read books with more challenging content as they become older.Pupils learn history, geography, religious education and other foundation subjects through a combined approach which the school calls its 'creative curriculum'. The themes of the 'creative curriculum' link to books they are studying in English.

For example, in Year 6 pupils learn about 'love and conflict' using Shakespeare's 'Romeo and Juliet' and ancient Greek myths. Pupils learn about a good range of religions and their traditions. They show a good understanding of this subject.

However, in geography, history and physical education it is not as clear how pupils' learning of specific knowledge and skills is developed over time. Leaders have identified these as weaker areas and have started work on making changes to the way these subjects are delivered.Staff are positive about the support they get from leaders.

Teachers receive effective training aimed at developing their teaching and subject knowledge in English and mathematics. However, teachers have not had recent training in geography or history.Staff understand the needs of pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND receive the support they need to help them meet their personal, social or academic targets. This helps them to achieve in line with their peers.

Leaders make sure that pupils are well-supported personally and their well-being is a priority.

Pupils learn about how to lead healthy lives. All pupils have opportunities to engage in wider learning, such as performing in musical productions and art projects. Pupils have a good knowledge of British values and understand differences in the world.

This prepares them well for life in modern Britain.

Governors understand their role and are ambitious for the school. They support and hold leaders to account when necessary.

They understand the strengths of the curriculum and challenge leaders to develop areas that are not as strong. Governors are dedicated to keep improving the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have made sure a strong culture of safeguarding exists to keep pupils safe from harm. They are knowledgeable about the risks faced by pupils. Leaders work with families and external agencies to support vulnerable pupils.

Staff are well trained, and know what signs to look for and how to share concerns.

Pupils learn about keeping themselves safe, including personal safety and on the internet. The school provides parents and carers with helpful information about the dangers of their children using social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Transitional arrangements have been applied to this school. The sequence of learning in geography, history and physical education does not ensure that pupils know more and remember more. .

The curriculum programmes for history, geography and physical education require further development to make sure they build pupils' secure knowledge over time. . Leaders should ensure that teachers' subject knowledge in history, geography and physical education is as strong as in other subjects, such as English and mathematics.