Barton Moss Community Primary School, located in Eccles, Manchester, was inspected on March 10 and 11, 2020. The overall effectiveness of the school was rated as good, reflecting a positive environment for learning and development. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good, indicating a well-rounded educational experience for students.
Pupils at Barton Moss describe their school as a family, expressing enjoyment in attending and a strong sense of belonging. They report having many friends and feel safe and happy within the school environment. The caring ethos fostered by the staff contributes significantly to the supportive atmosphere, helping new pupils integrate smoothly. High expectations for behavior are set, and pupils demonstrate sensible conduct in class, understanding the importance of school rules and the consequences of not adhering to them. The school has a zero-tolerance policy towards bullying, and pupils trust staff to address any concerns promptly.
The school encourages pupils to engage with their community and think about their impact on the world. They participate in fundraising and charity work, reflecting on global issues such as environmental concerns. Pupils take pride in their responsibilities within the school, contributing to their personal development and sense of agency.
Since joining the Prestolee Trust, Barton Moss has seen significant improvements in educational quality. Leaders, governors, and staff are committed to the school’s vision of giving and expecting 100 percent from everyone daily. This commitment has fostered a positive ethos and excitement about the future. Staff morale is high, with many expressing satisfaction in their work, which parents have also noticed positively impacting their children.
Curriculum plans across various subjects are ambitious and engaging, allowing pupils to build on their prior knowledge effectively. This is particularly evident in mathematics, where strong subject knowledge among teachers, supported by training from the trust, has led to improved pupil achievement in reading, writing, and mathematics, especially in key stage two. Although the proportion of pupils meeting the expected standards in these subjects remained below the national average in 2019, steady progress has been made over the past three years.
However, some subjects, including art, design and technology, history, and geography, lack sufficient detail regarding prior learning from the early years. This gap can hinder teachers' ability to plan effectively based on what pupils already know. Subject leaders are knowledgeable and eager to enhance pupil achievement, providing support and training to staff. While most subjects have quality checks in place, recent staff changes have limited some leaders' opportunities to evaluate their areas effectively.
Assessment practices in English, mathematics, science, and physical education are utilized to inform future learning, particularly benefiting pupils with special educational needs and disabilities. These pupils are now retaining more knowledge. However, in other subjects, some pupils struggle to recall previous learning in detail. Leaders are working to improve assessment systems to address this issue.
The school has experienced a high turnover of pupils throughout the year, impacting reading attainment, which was below the national average in key stage two in 2019. Nevertheless, the progress of these pupils has been comparable to their peers nationally. Reading has been prioritized, with recent curriculum improvements ensuring that pupils can achieve their potential. Pupils are taught various comprehension skills and have ample opportunities to practice them, fostering a love for reading.
The phonics teaching is effective, with staff aware of the learning needs of pupils. The proportion of pupils meeting the expected standard in the Year 1 phonics screening check aligns with the national average. Pupils enjoy school and appreciate the diverse activities available to them, both during and after school hours. Their achievements in sports are celebrated, contributing positively to their personal development.
The safeguarding arrangements at Barton Moss are effective, with leaders prioritizing the safety of children. Staff receive thorough training and regular updates, ensuring they are well-equipped to fulfill their roles. Pupils feel safe and are provided with numerous opportunities to learn about health and safety.
To improve further, the school needs to ensure that all curriculum plans detail how learning builds on prior knowledge from the early years. Additionally, assessment information should be utilized more effectively across all subjects to address gaps in learning. Recent changes in leadership require implementation of plans to enhance the quality of education in all areas. The reading curriculum has been strengthened, and leaders must ensure that these initiatives are fully embedded to continue improving pupil attainment in reading.
