Barley Fields Primary

Name Barley Fields Primary
Ofsted Inspection Rating Good
Inspection Date 24 April 2013
Address Lamb Lane, Ingleby Barwick, Stockton-on-Tees, TS17 0QP
Phone Number 01642767051
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 700 (50% boys 50% girls)
Number of Pupils per Teacher 23.2
Local Authority Stockton-on-Tees
Percentage Free School Meals 4.6%
Percentage English is Not First Language 3.4%
Persisitent Absence 2.7%
Pupils with SEN Support 13.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. A below-average proportion of pupils are eligible for the pupil premium (additional government funding provided for children in local authority care, those from service families and those known to be eligible for free school meals). An average proportion of pupils are supported at school action. A below-average proportion of pupils are supported at school action plus or have a statement of special educational needs. Most pupils are of White British heritage. The school has achieved the Sports Active Mark, Bronze Arts Mark and Investors in People Awards. The school meets the current government floor standards, which sets the minimum expectations for schools in terms of standards and progress in English and mathematics. The school has out-of-school provision that is not managed by the governing body and is subject to a separate inspection by Ofsted. The report will be available on the Ofsted website. The school has grown significantly in size since its previous inspection. It continues to expand, with a recent increase in September 2012 to its admission numbers in Reception of an additional 30 pupils.

Summary of key findings for parents and pupils

This is a good school. Children enter the Early Years Foundation Stage with skills that are typical for their age. They make good and sometimes outstanding progress across the school, with standards that are above and sometimes well above the national average by the time they leave in Year 6. Teaching over time is consistently good and sometimes outstanding. Teachers’ questioning skills ensure that pupils make at least good progress in lessons. They engage pupils in learning through very effective use of partner and group work so that excellent speaking and listening skills are developed. The school’s rich curriculum provides a broad range of stimulating opportunities to learn from. A positive strength of the school is its commitment to music and art. Pupils also have a wide range of opportunities to participate in activities before and after school to extend their learning. Pupils’ behaviour is exemplary both in and out of the classroom. They are well mannered and courteous and are very keen to learn. They have an excellent understanding of how to keep themselves safe. They are knowledgeable about different forms of bullying and say that it rarely happens in school. The headteacher’s excellent leadership is very well supported in partnership by an excellent and very talented deputy headteacher. They have skilfully led the school and sustained improvement as it has significantly grown in size since the last inspection. A good senior leadership team and a cohesive staff have contributed well to the school’s continuing improvements. Governors have supported and challenged the school well during its growth. Consequently, standards are rising and teaching is continuing to improve as the school moves into its next phase of development. It is not yet an outstanding school because : Teaching is not yet consistently outstanding because teachers do not always ensure pupils know how to reach higher levels in their work through marking or by ensuring they know how to be successful in lessons. The standards reached by the more able pupils need to improve further. Pupils are not always set sufficiently challenging work or problems to solve that extend their thinking and allow them to be more independent in their learning.