Harrowbarrow Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this village primary school.

They know the school rules, 'ready, respectful and safe,' and why they are important. In lessons, pupils respond well to adults and each other. They follow instructions and listen well.

Children in Reception are positive about learning, which prepares them well for key stage 1.

However, outside of lessons, this is not always the case. During break times pupils are less respectful of one another, and some become too boisterous.

This worries other pupils. Although pupils say that adults deal with these incidents, the intervention does not always prevent the behaviour from happening again. The school d...oes not analyse behaviour incidents to identify trends, training needs, or any changes required to the curriculum.

Consequently, the actions the school takes are not having the desired impact.

Pupils enjoy choosing from a range of clubs and activities that broaden their talents and interests. They benefit from a range of enrichment experiences that bring their learning to life, such as trips to museums and the theatre.

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

The school does not have a clear vision for the curriculum. It is not well designed. Too much is left to chance.

Much of the content, including in English, is selected by individual teachers. For example, teachers choose their own texts for learning sequences in writing. Consequently, there is not enough coherence to what pupils learn.

They are not able to build on what they already know.

The school has not identified the important knowledge it wants pupils to know within thecurriculum. In art, for example, the school has not identified the small steps of knowledge from Reception to Year 6 that pupils need to learn in order to understand colour and tone.

As a result, older pupils struggle to demonstrate an understanding of tone because they cannot use knowledge built up over time. The school does not support teachers well to develop their own subject knowledge, particularly in the wider curriculum.

In some subjects such as mathematics, phonics and science, the curriculum is better sequenced.

The school has identified the knowledge it wants pupils to know. Children in Reception get off to a strong start with their phonics and numbers. They enjoy learning sounds and recognising letters.

This prepares them well for key stage 1 where they build on what they have learned. Staff have strong subject knowledge in phonics. Regular development supports their subject knowledge.

As a result, they deliver the phonics programme with accuracy. Pupils, including those with special educational needs and/or disabilities (SEND), learn to read well.

In phonics, teaching makes regular, precise checks on pupils' understanding.

This means that pupils learn to say and write sounds accurately. In other subjects, including mathematics, misconceptions are not routinely picked up by teachers or used to close gaps. As a result, pupils continue to make the same mistakes over time.

In writing, standards are not high enough because pupils do not have a secure grasp of important knowledge such as basic punctuation. This leads to older pupils having to learn knowledge they should already have secured.

Plans for pupils with SEND are not linked closely enough to what they learn in the curriculum.

This means that gaps in their learning do not close quickly because targets are too broad. This makes it difficult to identify the small steps they need to be successful.

The school is committed to broadening pupils' understanding of life in modern Britain.

Pupils learn about different cultures and beliefs. They know that it is important to respect other people even if they have different opinions or values. However, some pupils do not always show this in their daily life.

While they understand that actions have consequences, some pupils forget the need for mutual respect and tolerance.

Governors are committed to the school. They have developed processes to evaluate the school's work, but this is not always providing them with a wholly accurate understanding of the impact.

They do not always have the information they need to develop a clear strategic oversight of all aspects of the school. This includes information about behaviour and the evaluation of the curriculum.

Parents are overwhelmingly positive about the school.

They particularly value the nurturing relationships between staff and pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not identified or sequenced the important knowledge it wants pupils to learn in the wider curriculum.

As a result, pupils cannot build on what they already know. The school should identify and sequence this knowledge so that pupils know more, remember more and can do more over time. ? The school does not accurately evaluate how well the curriculum is implemented.

Consequently, pupils do not learn well in all subjects. The school must check the effectiveness of the implementation precisely to ensure staff develop the expertise they need. ? Expectations for pupils' behaviour and attitudes are not high enough.

As a result, pupils do not always show respect or care for one another. They do not have a secure understanding of bullying. The school must ensure that there is a clear and consistently used system of managing behaviour so that pupils show high levels of respect for one another.

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