| Name | Bar Hill Community Primary School |
| Website | http://www.barhillschool.co.uk |
| Ofsted Inspection Rating | Good This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance. |
| Address | Gladeside, Bar Hill, Cambridge, CB23 8DY |
| Phone Number | 01954273305 |
| Type | Academy |
| Age Range | 4-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 276 (52.9% boys 47.1% girls) |
| Number of Pupils per Teacher | 22.3 |
| Academy Sponsor | Cambridge Meridian Academies Trust |
| Local Authority | Cambridgeshire |
| Percentage Free School Meals | 4.7% |
| Percentage English is Not First Language | 30.1% |
| Persisitent Absence | 5.8% |
| Pupils with SEN Support | 4.2% |
| Catchment Area Information Available | Yes |
| Last Distance Offered Information Available | No |
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Highlights from Latest Full Inspection✝
✝There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school The school is larger than the average primary school. Most pupils are from White British backgrounds. The proportion of pupils from a range of minority ethnic backgrounds and those who speak English as an additional language is average but increasing. The proportion of pupils known to be eligible for the pupil premium (which provides additional funding for children in local authority care, those known to be eligible for free school meals and others, is low. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils attainment and progress. Three newly qualified teachers were in post at the school in September 2013. The school is hosting a ‘hub’ for staff and pupils from Harbour Special School to carry out some innovative partnership work. There is a children’s centre on the school site that is managed separately. The headteacher is a National College consultant leader and has supported other schools. The deputy headteacher is a local authority moderator for Year 6 writing. Summary of key findings for parents and pupils This is a good school. The headteacher’s inspirational leadership has formed an extremely strong team of leaders and managers. Together they have made rapid improvements in teaching and pupils achievement. Excellent systems to check the work of the school mean that leaders and governors know exactly how well it is doing. Pupils achieve consistently well across the school because teaching is at least good in all year groups. Teachers have high expectations of what pupils can achieve and involve them in assessing their own and others’ work. Pupils who speak English as an additional language make outstanding progress because : the school meets their needs exactly. Pupils behave well in class and around the school. They reflect maturely upon their learning and say they feel safe. Governors bring a high degree of expertise to their roles and have a very positive impact on improving teaching and pupils progress. It is not yet an outstanding school because : Not all staff, including three recently appointed newly qualified teachers, have fully benefited from the sharing of best practice across the school. Sometimes the match between pupils needs and their learning experiences is not as precise as it could be. |
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