We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Barwell Church of England Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Barwell Church of England Academy.
To see all our data you need to click the blue button at the bottom of this page to view Barwell Church of England Academy
on our interactive map.
Pupils are happy and proud to attend Barwell Church of England Academy. The school has created a learning environment that feels like a happy family in which all pupils can thrive.
Pupils told inspectors that 'everybody is welcome'. They are guided by the school's values to show respect and kindness as they learn and play together.
Behaviour is exemplary.
The school teaches all pupils how to regulate their emotions and follow school routines. Caring staff support any pupils who struggle with this. As a result, the school is calm and orderly.
There are no disruptions to learning.
The school is ambitious for all pupils to succeed. The curricul...um is broad and ambitious.
Pupils with special educational needs and/or disabilities (SEND) have the same opportunities as their peers and are well supported to be successful. Pupils try hard and achieve well.
The school's 'journey to wellness' curriculum supports pupils' wider personal development exceptionally well.
Through daily assemblies, pupils learn about spirituality, diversity and the fundamental British values. Enrichment and extra-curricular activities support pupils to develop their character and provide them with memorable experiences. These include residential trips and visits to the theatre.
What does the school do well and what does it need to do better?
The school's curriculum is designed to enable pupils to build on what they already know and gain the knowledge and skills they need for secondary school. In all subjects, the school has identified precisely what pupils will learn and when they will learn it. There are many opportunities to revisit important concepts.
This helps pupils to gain knowledge securely and remember what they have learned.
Teachers have secure subject knowledge. They present concepts clearly.
In classrooms, pupils eagerly discuss their learning and use subject-specific vocabulary accurately. Teachers provide interesting activities and lots of opportunities for pupils to practise skills they have learned. The school identifies quickly when pupils have additional needs.
Staff provide excellent support when pupils with SEND need it. Teachers check pupils' learning often. However, these checks are sometimes not precise enough to detect pupils' misconceptions accurately or identify opportunities for further challenge.
On occasion, teachers do not provide pupils with feedback about how to improve or develop their work. As a result, some pupils do not progress as quickly as they could through the school's curriculum.
Reading is a priority in the school.
This includes a sharp focus on supporting weak readers to catch up quickly. Pupils read often from books that are well matched to their stage of reading. This helps them to develop fluency and confidence.
The texts chosen for reading lessons raise important themes such as equality and injustice. The texts include challenging classic and modern stories, as well as poetry and non-fiction.
Pupils show highly positive attitudes to all aspects of school life.
They commit fully to learning and participate eagerly in extra-curricular activities. Pupils line up proudly as they move around the school. They follow routines and instructions without fuss.
Older pupils actively support their younger peers, spending lunchtimes together and acting as role models. The school provides strong support to pupils and their families to make sure that all pupils attend school often. As a result, attendance is excellent.
The curriculum prepares pupils very well for their next stages in education and for living in modern Britain. Pupils learn about equality and explore different faiths and cultures. They develop mature attitudes and celebrate differences.
Pupils are taught how to keep themselves mentally and physically healthy. For example, all pupils take part in a daily mile and understand the benefits of exercise and healthy eating.
Staff told inspectors that they are happy and proud to work at the school.
Leaders prioritise the well-being of staff and help them to manage their workload. Staff work together to make sure that all pupils benefit from what the school offers. Parents and carers recognise and value this.
One parent, who represented the views of many, commented that, 'Every member of staff is welcoming, happy, supportive and approachable.'
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On some occasions, teachers do not check pupils' understanding carefully enough.
They do not routinely correct pupils' misconceptions or identify opportunities to challenge pupils further. This means that some pupils do not gain knowledge as quickly or securely as they might. The school should ensure that teachers check pupils' understanding systematically, and provide clear, direct feedback that helps pupils to improve their work and deepen their understanding.
