Barugh Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations for pupil behaviour and achievement. Both are realised.

Pupils are polite and behave well throughout the school day. They engage with the curriculum and achieve well.

Relationships between adults and pupils are caring and respectful.

Pupils can go to adults with any concerns and these will be taken seriously. Bullying is rare. However, if it happens, pupils can confidently tell an adult who successfully sorts it out.

Pupils get the opportunity to develop their talents and interest. Pupils get the opportunity to take part in competitions. These include athletics and dance competitions.

Pupils learn musical instr...uments and attend choir club. Pupils get the chance to apply what they learn. This is through musical performances within the school and externally.

The curriculum is supported through purposeful visits. These are closely linked to what pupils learn. For example, in art, pupils visited a local outdoor sculpture park.

These visits are memorable and help pupils develop clear knowledge.Pupils learn about how to keep themselves safe online and offline. This is successful.

Pupils know what they can do to protect themselves. For example, they know which symbols tell them that a website is safe and secure.

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

Reading is a strength in the school.

The school ensures that adults access appropriate reading training. This is effective. Staff accurately deliver the reading curriculum.

This means that pupils are well supported in learning the sounds that make up words. If pupils find reading tricky, they are quickly identified. These pupils then access additional reading sessions, which helps them to catch up.

Pupils practise reading using books that include the sounds they learn. This successfully supports their confidence and development. As a result, pupils, including those with special educational needs and/or disabilities (SEND), become fluent readers.

The school has created a curriculum that is carefully considered and mapped out. The school regularly reviews the implementation of the curriculum. This information is used to work with staff so that the delivery of the curriculum can be refined.

This is effective and valued by staff. As a result, staff are confident and feel well supported. The curriculum identifies crucial vocabulary that pupils need to learn.

This is shared and modelled by adults in lessons. This is successful. For example, in mathematics and art, pupils use this language with precision when articulating their understanding.

The curriculum identifies the most important knowledge the school wants pupils to learn. This is clearly linked throughout the curriculum. As a result, in most subjects, pupils build on their understanding from early years through to Year 6.

However, in religious education, this is not realised. This means pupils cannot recall previous learning. For example, when asked about different religions and faiths, pupils' understanding was limited.

The school works with external experts and parents to ensure that the curriculum supports the learning needs of pupils with SEND. Small-step targets are in place and are regularly reviewed to ensure that they are effective. Personalised adjustments are identified that relate to specific subjects.

This supports pupils to access the same curriculum as their peers. Pupils with SEND achieve well.

Children in early years get off to a positive start.

Leaders have accurately identified communication and language as a priority. Staff have accessed training so that they have the expertise to address this. As a result, staff ask effective questions.

This extends the children's use of vocabulary. The learning activities are carefully designed. These align well to what the pupils will learn in Year 1.

This means children are well prepared for their next stage of education.

Pupils learn about fundamental British values. This is effective.

For example, pupils have a clear and accurate understanding about democracy and tolerance. Pupils learn about celebrating individuality. As a result, they welcome new pupils and visitors who may be different to them.

Pupils learn about citizenship through the curriculum. They have the opportunity to put their understanding into practice through leadership roles. This includes library ambassadors and playground leaders.

However, these are not fully embedded or consistent. As a result, pupils are not clear or aware of how they can have a positive impact on others and the local community.

Governance is a strength at the school.

Governors access regular training. This supports them to have the skills and understanding to fulfil their responsibilities. Governors engage with external experts to ensure they have an accurate picture of the school.

This has empowered governors. They support and challenge the school effectively so it can identify areas to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not remember what they have learned about different faiths and cultures. As a result, they are not as well prepared for life in modern Britain as they could be. The school should consider how it helps pupils to remember the religious education curriculum so pupils' understanding is clear and accurate.

Leadership opportunities for pupils are not fully embedded. As a result, pupils do not have a clear understanding or awareness of citizenship. The school should ensure that pupil leadership roles are firmly in place so that pupils can understand and experience how they can make a positive contribution to the school and their local community.

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