Barnburgh Primary School


Name Barnburgh Primary School
Website http://www.barnburghprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 08 May 2019
Address Church Lane, Barnburgh, Doncaster, South Yorkshire, DN5 7EZ
Phone Number 01709893125
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 215 (55% boys 45% girls)
Number of Pupils per Teacher 23.2
Local Authority Doncaster
Percentage Free School Meals 9.9%
Percentage English is Not First Language 1.4%
Persisitent Absence 3.6%
Pupils with SEN Support 9.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

This school is smaller than the average-sized primary school. Most pupils are of White British heritage. The proportion of disadvantaged pupils who are known to be eligible for support through the pupil premium funding is much lower than average. The proportion of pupils with SEND is lower than the national average. Children in early years attend part time in Nursery and full time in Reception. There is before- and after-school care on site. This not managed by the school and receives a separate report.

Summary of key findings for parents and pupils

This is a good school The headteacher, ably assisted by her leadership team, has taken decisive and effective action to improve the quality of education in the school. Leaders at all levels have a secure understanding of what is working well in the school and the next steps required to ensure the school continues to improve. Governors have strengthened the way they work with the school. They use a wide range of information to stringently hold leaders to account. The quality of teaching has improved and is good. Teachers plan interesting and engaging activities across the curriculum, which inspires pupils to achieve well in a wide range of subjects. As a result, pupils enjoy lessons and apply skills well across the curriculum. Teachers use assessment information to respond to pupils’ needs and shape tasks so that their varying needs are met. Current pupils, therefore, make good progress. The early years has been transformed. Children make good progress in an inspiring indoor and outdoor learning environment. However, some children’s letter and number formation is not yet secure. Pupils’ personal development, behaviour and welfare have improved. Pupils are polite and respectful and behave well in lessons and around school. The school’s core values help to guide pupils to make positive choices and take an active role in school. Pupils’ above-average attendance reflects their enjoyment and positive attitudes to school life. Leaders do not make close enough checks on the intended effect of the additional funding on disadvantaged pupils’ attainment and progress. The recent strategies to improve teaching and learning in reading and mathematics are not firmly embedded and are yet to be reflected in pupils’ outcomes by the end of Year 6. Although more pupils are becoming confident in explaining their mathematical reasoning, pupils do not receive the help they need to ensure their explanations are concise and precise. The vast majority of parents and carers are positive in their views about the school. Many commented positively about the changes introduced by leaders.