Ofsted conducted a monitoring inspection of Saint Barnabas Church of England Voluntary Controlled Primary School on February 2, 2024, following two successive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection, rather than to assign an overall effectiveness grade. The inspection involved discussions with the headteacher, the CEO of the supporting trust, senior leaders, and members of the governing body, as well as classroom visits and reviews of pupils' work.
The leadership team, with support from Pathfinder Multi Academy Trust, has begun to implement a more ambitious curriculum. Changes in staffing have occurred since the last inspection, and staff are starting to receive the necessary support to effectively deliver the curriculum. Progress is evident in areas such as early reading, mathematics, and writing, although other subjects are still in the early stages of development. The essential knowledge that pupils need to learn is not yet clearly defined in these subjects, and the implementation of some subjects lacks consistency. A well-structured curriculum in history has been established, which can serve as a model for developing other subjects. It is crucial for the school to focus on enhancing the curriculum across all subjects to ensure a consistently high quality of education.
The leadership team is establishing high expectations, and most pupils are responding positively. They are approaching their learning with increased maturity and resilience. The school's emphasis on early reading and phonics is yielding positive results, with effective coaching for staff ensuring consistent teaching practices. This focus is helping pupils become fluent and confident readers, as the books they read are aligned with their phonetic knowledge.
Improvements in early years education are also evident, with children thriving in their learning and play. Staff are prioritizing the development of important language skills, which children are encouraged to use during play. This focus on vocabulary development is a key aspect of the early years program. Children are demonstrating resilience in their learning, persisting through challenges, and the emphasis on personal, social, and emotional development is fostering collaborative learning among them.
The school has implemented a consistent approach to behavior management, although its full impact is still developing. Staff are increasingly applying the behavior policy consistently, and support for pupils who struggle with behavior is showing positive effects. However, a small number of pupils still disrupt the learning of others. The school’s efforts to improve attendance are proving effective, with strong relationships established with families contributing to good attendance for most pupils.
Although the school is not formally part of the trust, effective support is being provided by trust leaders alongside school leaders. They have a clear understanding of the quality of education being delivered and are making incremental improvements that are sustainable. Staff are gaining confidence as their knowledge improves, and pupils are also benefiting from this growth. The positive atmosphere within the school is recognized by staff, who feel supported by both the trust and the school in their efforts to succeed. Overall, while progress has been made, further work is needed for the school to achieve a good rating.
