Barkisland CofE VA Primary School, located in Halifax, West Yorkshire, underwent an inspection on November 19-20, 2019. The overall effectiveness of the school was rated as good, with the quality of education, behaviour and attitudes, personal development, and leadership and management all receiving the same rating. However, the early years provision was noted to require improvement. This marked a change from the previous inspection, where the school was rated as outstanding.
The school emphasizes Christian values, which are central to its ethos. The motto, We believe, we nurture, we succeed, reflects this commitment. Strong connections with the local church enhance the community spirit, and pupils actively participate in local events. The school environment is positive, with pupils expressing happiness and demonstrating politeness and good behaviour. While some concerns about bullying were raised, most students felt that staff addressed these issues promptly and effectively. Teachers maintain high expectations for student achievement, and most pupils respond positively, showing a strong work ethic.
Pupils have opportunities to take on additional responsibilities, such as serving on the school council or eco-council. Older students support younger ones, helping them adjust to school life. Engagement in extracurricular activities is high, with pupils enjoying various clubs and sporting events. The school offers a range of sports, including football and athletics, and provides music education, with students learning to play brass instruments and other instruments like piano and guitar.
The school is currently in the process of redesigning its curriculum. While plans for core subjects like English, mathematics, and science are well-structured, some subjects, such as geography and modern foreign languages, require better planning and sequencing. Leaders are aware of these gaps and are actively working to address them. Most children enter school with knowledge and skills typical for their age, and the percentage of pupils achieving a good level of development by the end of Reception exceeds the national average. However, some pupils do not progress as well as they could due to the early years curriculum not being fully developed. Expectations for behaviour in early years settings also need to be raised.
Reading is prioritized throughout the school, and pupils express enjoyment in reading and borrowing books. Staff teaching phonics are well-trained, enabling most pupils to develop reading skills quickly. However, some reading materials do not align well with pupils' phonics knowledge, hindering fluency. In mathematics, the curriculum is well-sequenced, and teachers adapt their instruction to meet students' needs. Nevertheless, some pupils lack sufficient time and support to complete problem-solving activities.
Attendance rates are high, and pupils generally get along well, showing respect for one another and adults. They cooperate effectively in group tasks and demonstrate good manners. The school provides numerous opportunities for personal development, including themed weeks that address diversity and mental health. Pupils with special educational needs and disabilities receive strong support, allowing them to learn alongside their peers and develop independence.
Leaders and governors are aware of the school's strengths and areas for improvement. They are committed to ensuring the best outcomes for pupils. Safeguarding measures are effective, with appropriate checks in place to ensure the safety of all children. Staff are well-trained in safeguarding procedures, and parents generally feel confident that their children are safe and well cared for.
To improve further, the school needs to enhance the coherence and sequencing of its curriculum in some foundation subjects. The early years curriculum requires full development across all areas of learning to ensure pupils achieve their potential. Additionally, reading materials must be better matched to pupils' phonics knowledge, and all pupils should have adequate time and resources to engage in reasoning and problem-solving in mathematics. Overall, while the school demonstrates many strengths, there are clear areas identified for ongoing development to enhance the educational experience for all pupils.
