Ofsted conducted a short inspection of Barley Fields Primary on 22 February 2018, following its previous judgment of good in April 2013. The inspection team, led by Ofsted Inspector Janice Gorlach, found that the school continues to maintain its good status. Since the last inspection, the school has experienced significant growth, and under the leadership of Mrs. Caroline Taylor, appointed in September 2016, a highly skilled senior leadership team has been formed. This team has effectively deepened leadership capacity by developing middle leaders with clear responsibilities for each key stage, ensuring that every pupil is valued and cared for.
The inspection highlighted that leaders have relentlessly pursued improvements in teaching to achieve consistently outstanding standards. Teachers appreciate the professional development opportunities provided, which have enhanced their skills. The quality of teaching is effective, with teachers demonstrating good subject knowledge and employing strong questioning techniques that deepen pupils' understanding. Pupils respond positively to the guidance they receive, showing confidence in their learning and actively engaging in their educational activities.
Pupils' attitudes towards learning are exemplary, and they exhibit a genuine love for learning. They take pride in their work and school, displaying politeness and consideration towards one another. The school environment is calm, with no instances of boisterous behavior observed. The inspection also focused on the achievements of the most able pupils in key stage two, particularly in reading. Leaders have made significant changes to the teaching of reading, resulting in improved reading speed, comprehension, and confidence among pupils. Access to a diverse range of authors and genres has further supported their development.
In the early years, children continue to make good progress, demonstrating strengths in phonics and early reading and writing skills. They engage enthusiastically with a variety of rich learning activities, both indoors and outdoors, fostering their language development and collaborative skills through imaginative play. The governing body is well-informed about the school and actively supports and challenges the leadership team through regular visits.
The school's self-evaluation is accurate, with leaders aware of the necessary steps to further enhance teaching quality. They recognize the need for time to embed recent curriculum developments, particularly in reading, to ensure sustained progress. Safeguarding measures are effective, with clear procedures in place to protect pupils. Staff are well-informed about safeguarding protocols, and there is a strong culture of safety within the school. Pupils feel safe and report no incidents of bullying.
Attendance rates are above average, with the school successfully working with families to improve attendance for a small minority of pupils. The inspection findings indicate that middle leaders are effectively developing their teams, sharing expertise and resources to enhance teaching quality. Staff enthusiasm for training, particularly in reading and writing, is evident, and they are applying their learning effectively in the classroom.
Leaders utilize assessment data to identify struggling pupils and provide timely interventions to support their progress. Lesson planning reflects high expectations, although there is recognition that lesson time could be utilized more effectively, particularly in challenging the most able pupils. Improvements in mathematics teaching have led to above-average standards, and progress is now strong across all year groups.
The systematic approach to writing has fostered pupils' confidence and skills, resulting in above-average standards and good progress. In reading, the school has enhanced its teaching strategies, leading to strong progress and a love of reading among pupils. In the early years, children exhibit exceptional behavior and follow instructions well, enjoying a wide range of engaging learning activities.
Overall, Barley Fields Primary is a school where pupils enjoy learning and take pride in their achievements. The supportive and caring atmosphere is noted by parents, particularly those of children with special educational needs, who commend the quality of care and support provided. The next steps for the school include prioritizing the development of effective teaching to ensure substantial progress for all pupils and fully embedding the new reading strategies to enhance understanding and confidence in reading across all abilities.
