Barnehurst Junior School

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About Barnehurst Junior School

Name Barnehurst Junior School
Ofsted Inspections
Headteacher Mrs Louise Shields
Address Barnehurst Close, Northumberland Heath, Erith, DA8 3NL
Phone Number 01322334214
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character None
Gender Mixed
Number of Pupils 240
Local Authority Bexley
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Barnehurst Junior receive an exceptional education. They are polite, sensible and considerate of others.

Pupils love to read and are proud of their new library. Pupil librarians arrange games and activities and enjoy supporting the younger readers. Pupils work hard, achieve well and are articulate learners.

The curriculum is ambitious and prepares pupils very well for the next stage of their education.

Behaviour across the school is excellent. This is because routines are in place to ensure learning is not disrupted.

The school's 'value compass' ensures that the pupils develop resilience, kindness and courage. Bullying is rare. Boys and treat each other equally and trust staff to deal swiftly with any issues that may arise.

This helps to ensure that pupils feel safe and are kept safe at school.

Pupils access a wide range of enrichment activities that underpin the curriculum and help to foster their talents and interests. For example, pupils enjoy the opportunities they have to learn in the forest school.

They benefit from visits and visitors, including Shakespeare workshops, residential trips and outings to the local theatre.

What does the school do well and what does it need to do better?

Pupils study an aspirational curriculum that matches, and in several places exceeds, what is expected nationally. Leaders have thought very carefully about what they want pupils to know in each subject and have ensured that teachers understand how learning builds over time.

This helps pupils to develop a deep and secure understanding in different subjects and tackle more complex learning with confidence. For example, in mathematics, younger pupils practise and embed their knowledge of multiplication tables. This supports older pupils to convert improper fractions to mixed numbers accurately.

Similarly, in history, pupils learn about the reasons people have travelled and settled in different lands over time. This helps pupils to explain the concept of empire and to compare the features of the Roman, Viking and British empires. Pupils with special educational needs and/or disabilities (SEND) are swiftly identified and well supported to learn the same ambitious curriculum as their peers.

The curriculum is also designed to help pupils make links between different subjects. For example, pupils apply their learning about graphs in mathematics when representing the data they gather in science. Through the curriculum, pupils develop an understanding of important and current issues.

For example, pupils have created animations and films depicting the impact of climate change or the cost of living crisis. This further develops pupils' depth of understanding across the subjects they learn and prepares them very well for their transition to secondary school.

Assessment is used effectively to check pupils' understanding.

This ensures that any misconceptions are swiftly identified and addressed. The school has prioritised developing pupils as 'digital leaders'. Pupils readily access learning independently, taking responsibility for developing and refining their work across the curriculum.

The importance of reading is promoted across the school. There is a significant focus on pupils reading with fluency so that they can access the curriculum and enjoy reading for pleasure. Pupils read widely and often.

They talk with confidence about their favourite authors and how reading helps them to become better writers. Older pupils read publicly the speeches they are writing for upcoming debates around social media and women in sport. Effective support is in place for those who struggle to read well.

Specialised training ensures staff are well placed to help pupils to catch up.

Behaviour in lessons and around the school is excellent. Pupils want to do their best, both in school and in the wider world.

There is a high level of engagement in lessons. Low-level disruption is rare. This is because pupils are expected to take turns and listen to others.

This ethos creates a positive environment for learning underpinned by mutual respect. Across the school, attendance is high. Effective systems are in place to ensure that pupils attend school each day.

Leaders' work to promote pupils' personal development is exceptional. The 'Power of ME and WE' sets 11 goals for pupils' personal, social and moral character. This is designed to help pupils to develop a strong sense of self, as well as to become responsible global citizens.

Pupils learn to challenge themselves, celebrate difference and become digitally aware.

Leaders and those responsible for governance, including trustees, have a detailed and accurate understanding of the school's many strengths. They are ambitious and prioritise ensuring that work is focused on doing the best for the pupils and the community.

Staff feel well looked after. They feel that leaders have prioritised their well-being and strategies to manage workload effectively.


The arrangements for safeguarding are effective.

Also at this postcode
Barnehurst Infant School

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