Barwic Parade Community Primary School in Selby, North Yorkshire, underwent an inspection on November 10 and 11, 2022. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also receiving the same rating. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision.
The school is characterized as a caring and welcoming environment where pupils feel happy and safe. Leaders have a strong understanding of their community, and their commitment to serving it is evident in their approach. The school fosters an inclusive and nurturing atmosphere, with high expectations for pupil behavior. A detailed behavior policy is in place, and while a small minority of pupils occasionally make poor choices, effective strategies are implemented to support them. Bullying and poor behavior are not tolerated, and pupils maintain positive relationships with staff, trusting them to address any concerns.
Pupils at Barwic Parade have access to a variety of enriching experiences designed to help them grow into responsible and respectful citizens. They understand the importance of physical and mental health and can articulate what constitutes a healthy relationship. The curriculum includes opportunities for pupils to learn about protected characteristics such as race and religion, promoting respect and understanding.
The school’s curriculum provides memorable learning experiences, particularly in early reading and vocabulary development, which are linked to Spanish lessons. However, some subjects lack precise planning, leading to difficulties for pupils in articulating their knowledge and retention of information. Leaders have made commendable efforts to improve various aspects of the school, particularly in personal, social, health, and economic education, which is well-structured and promotes respect for diverse views.
Improvements have also been made in the English and mathematics curriculum, with a focus on early development. However, in other subjects, the curriculum is less refined, and essential knowledge is not clearly identified, impacting pupil achievement. Early reading is prioritized, with systematic approaches in place that support pupils effectively. Nonetheless, some reading materials for older pupils do not align with their phonics knowledge, hindering their reading fluency.
Children in the early years demonstrate strong learning outcomes, with high expectations set by staff. They engage deeply in activities and exhibit sustained attention. The environment is carefully planned to foster positive attitudes, cooperation, and confidence among children. Staff maintain positive relationships with pupils, and clear routines contribute to a calm learning atmosphere where pupils are eager to succeed.
School leaders are dedicated to providing a wide range of opportunities for pupils, including partnerships with local businesses and cultural activities such as flamenco dancing and pottery painting. These initiatives help pupils learn about different cultures and religions, enhancing their understanding of the world.
Governors play an integral role in the school’s structure and understand their responsibilities well. They recognize the importance of building cultural capital for pupils, although they have not fully ensured that the wider curriculum meets the necessary learning requirements. Staff report feeling well-supported, with leaders considering their workload and well-being.
The safeguarding arrangements at Barwic Parade are effective, with thorough processes in place. Leaders provide regular training to staff, ensuring adherence to safeguarding protocols. They are proactive in addressing incidents and are knowledgeable about the families and community they serve. Weekly training keeps staff informed about local and national risks.
To improve, the school must ensure that reading materials for older pupils are appropriately matched to their phonics knowledge to enhance fluency. Additionally, some subjects within the wider curriculum require better planning to help pupils retain and articulate their learning. Leaders need to refine their curriculum to clearly outline the essential knowledge and the order in which it should be taught, ensuring that all subjects contribute to pupil achievement effectively.
