Thomas Barnes Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of Thomas Barnes Primary. Everyone is made to feel welcome.

One pupil, reflecting the views of many, said, 'We are one big friendship group.'

Relationships between both staff and pupils are positive and friendly. Pupils of all ages understand and demonstrate the school's 'Marvellous Manners' and 'Respectful Routines' at all times.

Breaktimes are harmonious with pupils playing together well. Pupils feel safe and know how to keep themselves safe. They talk about their needs and seek help when needed.

Pupils come to school with a positive mindset and ready to learn. In the morning, pupils cross the school gates with a cheery... smile as they look forward to the day ahead. Expectations for pupils' achievements are high.

Pupils rise to these expectations. By the end of Year 6 most pupils are well prepared for their future education.

The school makes sure that all pupils have the chance to develop their talents and interests.

Pupils enjoy taking part in a wide range of sporting opportunities. Many pupils achieve success in competitive games, tournaments and galas and they win national awards. They also learn to sing and play instruments, such as the drums and the flute.

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

The school has carefully considered what children from Reception to Year 6 need to learn and experience in different subjects. The school ensures pupils learn the right things in the right order. This includes pupils in mixed-age classes.

Most pupils achieve well by the time they leave. In subjects such as history, learning is brought to life through visits to Tamworth Castle and a local transport museum. In Reception, children look for fossils in the excavation area.

They learn to use ambitious vocabulary, such as 'archaeologist'.

Teachers use a range of ways to check what pupils know and remember across the curriculum. Any gaps or misconceptions are addressed well through direct teacher input.

In a few subjects, teachers do not help pupils to make connections between previous and current learning. As a result, pupils do not deepen their knowledge of the important concepts in these subjects over time.

Staff teach reading expertly.

They check pupils' phonics knowledge regularly. Staff support effectively any pupil who is at risk of falling behind. The youngest children learn to read and write sounds with accuracy.

Older pupils read with expression and confidence. Pupils love reading, listening to teachers reading aloud, and using the school library. Year 6 pupils enjoy 'buddy' reading with the children in Reception.

They encourage them to develop good reading habits.

Adaptations in lessons for pupils with special educational needs and/or disabilities (SEND) are carefully tailored in reading and mathematics. This helps pupils to achieve well over time in these subjects.

However, occasionally writing activities are not fully accessible for pupils with SEND. This prevents some pupils from achieving as well as they could in their writing.

The school provides pupils with extensive leadership opportunities.

For example, members of the 'shield' team lead health and safety assemblies for the school. The head boy and girl proudly represent their school at events. Sports leaders encourage pupils to play together by organising games, such as musical chairs.

Older pupils enjoy outdoor residential experiences. Pupils learn to build resilience and work as a team. Pupils speak confidently about how to keep themselves safe in different contexts, for instance near water, when online and when on the roads.

Pupils' behaviour and attitudes to learning are excellent. From the start of Reception, pupils learn about and embrace the school's '5 Cs', meaning that in lessons and around school pupils are cheerful, curious, cooperative, caring and confident. Pupils value the help they receive from the staff in the 'Nurture Nook'.

They learn to talk about and manage their feelings and emotions. Pupils speak maturely about the importance of treating everyone equally and respectfully. They have a strong sense of right and wrong.

Leaders have a secure understanding of what the school does well and where it needs to improve. Actions leaders have taken continue to benefit pupils. Governors use their expertise appropriately to support and challenge the work of the school.

Staff appreciate the steps the school has taken to manage their workload and well-being. Continuing to invest in high-quality continued professional development opportunities for staff remains a priority for the school.

Relationships between staff, parents and carers are strong.

Many parents appreciate the commitment and hard work of the school team. To further strengthen its work with parents, the school has recently established a parents' forum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, opportunities to support pupils to make connections between current learning and what they already know are missed. This hinders pupils from extending their knowledge and developing a depth of understanding. The school should ensure opportunities are in place to support pupils to make strong connections with prior learning and therefore build on their knowledge.

• Occasionally, the school does not adapt some writing activities well enough. As a result, some pupils do not achieve as well as they could when writing. The school should make sure teachers have the knowledge and skills to implement a broad range of strategies to help pupils with SEND write more effectively.