Barnacre Road Primary School, located in Longridge, Preston, Lancashire, underwent an inspection on February 2 and 3, 2023. The overall effectiveness of the school was rated as inadequate, a significant decline from its previous inspection grade of good. The quality of education was also deemed inadequate, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were found to be inadequate.
The inspection revealed that while some pupils receive an acceptable standard of education, many others do not achieve well. Pupils with special educational needs and/or disabilities (SEND) have been particularly neglected, with leaders failing to ensure that staff can effectively identify and meet their needs. Consequently, these pupils experience poor achievement across the curriculum. The early years curriculum is poorly designed, leaving children unprepared for the demands of Year 1.
Despite these challenges, pupils generally respond positively to the high expectations set by leaders regarding behavior. They behave well in lessons and interact positively during social times, demonstrating respect for their peers and staff. Instances of bullying are addressed effectively, although the school does not adequately record or analyze reports of less severe behavioral issues. Overall, pupils feel safe and happy at the school.
The school offers a variety of clubs that foster pupils' talents and interests, providing opportunities for them to engage in citizenship activities, such as fundraising events. Older pupils take on leadership roles, and they enjoy access to an off-site woodland area that enhances their curriculum learning and fosters a sense of responsibility and community.
However, the leadership of the school has deteriorated since the last inspection. Leaders and governors have not maintained the necessary policies and procedures to ensure the school's effectiveness. There is a lack of oversight regarding pupils' learning experiences, particularly for those with SEND. The local authority has had to intervene to help identify weaknesses and formulate improvement plans, indicating that leaders are overly reliant on external support and lack the capacity for necessary change.
While leaders have established a curriculum structure for pupils in Years 1 to 6, the implementation is inconsistent. In some subjects, the specific knowledge that pupils need to learn is clearly defined, but in others, it is not. This inconsistency leads to variable learning experiences across subjects and year groups, resulting in uneven achievement. Additionally, the curriculum for pupils with SEND has not been adequately considered, leaving these pupils without the support they need to succeed.
In the early years, the curriculum lacks appropriate design, with themes repeated each year without consideration for children's varying needs and starting points. Teachers are left to determine their own teaching content, which hampers children's learning and readiness for Year 1.
Teachers conduct checks on pupils' learning, but these are less effective in subjects where the specific knowledge is not clearly defined. Consequently, teachers struggle to identify gaps in pupils' understanding and adjust their teaching accordingly. A new phonics program has been introduced, but its delivery varies among teachers, and pupils often read books that do not align well with their phonics knowledge, hindering their reading development.
Leaders have not prioritized support for pupils needing extra help with reading, leading to insufficient regularity in reading support sessions and a lack of expertise among staff delivering these sessions. As a result, pupils do not catch up quickly enough in their reading skills.
Pupils maintain high standards of behavior throughout the school day, with teachers effectively managing minor disruptions. However, the lack of sufficient record-keeping regarding behavior incidents limits leaders' ability to identify patterns or potential bullying issues.
Leaders ensure that pupils' personal development is well catered for, with enriching trips and a strong understanding of British values. Most staff feel supported by leaders, although some do not share this view. Governors acknowledge their shortcomings in fulfilling their duties and lack the necessary knowledge to address the school's weaknesses effectively.
The safeguarding arrangements are effective, with pupils feeling confident to speak to staff about their concerns. However, leaders' record-keeping and actions regarding safeguarding procedures are not as robust as they should be.
In summary, Barnacre Road Primary School faces significant challenges in leadership, curriculum design, and support for pupils with SEND. Urgent action is needed to secure effective leadership and improve the educational experience for all pupils.
