Barr’s Hill School

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About Barr’s Hill School

Name Barr’s Hill School
Ofsted Inspections
Headteacher Mr Chris Jupp
Address Radford Road, Coventry, CV1 4BU
Phone Number 02476234600
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 928
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

Barr's Hill School transforms the life chances of pupils. It is wholeheartedly committed to overcoming any barriers to learning. Pupils at this school, irrespective of their background or starting points, achieve exceptionally well.

Excellent results, coupled with the superb enrichment opportunities, enable pupils to live up to the school's ambition of 'building brighter futures.' Pupils have the confidence and reassurance needed to overcome stereotypes and believe the sky really is the limit. One pupil summed this up beautifully, 'the school teaches us that we can transform our lives.'

The '7-year journey' is integral to all aspects of school life, from th...e school values, to reading, to the curriculum, to enrichment, to careers guidance and character development. As soon as pupils receive a place at the school their journey begins. The summer school helps Year 7 pupils to transition from primary into secondary school and they are nurtured further through their time in 'The Bridge'.

The 'PRIDE' values of 'proactive, responsible, inquisitive, determined, engaged' are the foundations of school life. These values shape pupils' learning, their impeccable behaviour, and the rich set of experiences they gain. As a result, pupils rise to the high expectations and live the 'PRIDE' values of “doing the right thing, at the time right time, in the right way”.

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

Leaders have a clear and ambitious vision to provide an exceptional education experience for all pupils. They fulfil this remarkably well. They work relentlessly, tirelessly and with humility to ensure that pupils feel cared for and supported so they can be the best they can be.

Staff are overwhelmingly positive about the school and appreciate all that leaders have done to give them a work-life balance.

The school has embedded an ambitious curriculum that goes beyond the expectations of the national curriculum. Careful thought has been put into what pupils will learn, when they will learn it and how they will learn it.

It is meticulously adapted to meet the needs of all pupils including pupils with special, educational needs and/or disabilities (SEND), pupils who are disadvantaged and those who speak English as an additional language. Staff ensure that pupils have the essential knowledge they need before introducing new learning. Each piece of learning has a purpose and is relevant.

This means that pupils are able to apply their learning to other subject areas, to life outside of school and to potential career prospects.

The school has a sharp focus on developing literacy and communication skills. This is done extremely well.

During class discussions and debates pupils use 'talking points' to 'add, build, challenge' their peers. These skills are instilled in pupils. This helps them to articulate the knowledge they have secured, challenge what their peers are saying, and continually deepen their own understanding.

As a result, pupils are remembering more over time and achieve outstanding outcomes.

Staff know their pupils extremely well. Pupils with SEND are identified quickly and there are bespoke strategies in place to support them to access the curriculum.

Each lesson is inclusive, and the SEND pupil profiles are used very effectively. As a result, pupils with SEND are consistently well-supported in lessons and they make exemplary progress.

Reading is a fundamental part of the school's provision.

This starts before pupils join in Year 7 to ensure that no time is wasted. Pupils who are learning English for the first time and those who struggle to read receive targeted and personalised intervention. These pupils achieve well above the expected standard by the end of their journey at the school.

Pupil leaders of 'the literature society' take on board pupil voice and ensure there is a plethora of books that reflect pupils' interests. Activities such as 'the book buzz' and national writing competitions have raised the profile of reading and subsequently has developed a joy of reading across the school.

The relationships between staff and pupils are exceptionally strong.

Pupils feel cared for and know that staff have their best interests at heart. They treat their peers with kindness and respect and the school values permeate throughout. Pupils are rewarded for their efforts and positive behaviours.

There are extensive rewards given to pupils for displaying the 'PRIDE' values; assemblies celebrate excellent attendance, and there are prizes for pupils who read regularly. Pupils respond with enthusiasm to this recognition.

The school's personal development programme which includes 'the flourishing curriculum' which develops pupils' character.

It teaches pupils about the importance of empathy and compassion so they can build 'flourishing relationships' and how to play an integral role in a 'flourishing society.' It is designed to reflect the school's truly diverse and inclusive community. It has ensured that pupils embrace each other's uniqueness.

Pupils celebrate different cultures, religions, culinary foods and traditional dress on 'culture day'. The school has worked hard to build a harmonious ethos where all pupils feel respected and cared for.

The enrichment offer is vast and there is something for everyone.

Pupils take part in clubs such as orchestra where they play at school events, 'future graduate programme' where they complete residentials at universities to transform their aspirations into a reality, and debate club where they challenge the views of their peers. Students in the sixth form have opportunities to gain paid employment work as 'subject tutors' for pupils in the school. These experiences powerfully address social disadvantage and embody aspiration in all pupils.

Pupils have a clear understanding of how to best use their knowledge, experiences, and resilience to make their dreams a reality. This is done impressively well through the careers programme. The 'Oxbridge pathway' gives pupils an insight into future destinations.

The 'aspiration pathway' ensures the most vulnerable pupils are given the guidance and tools they need to become independent young adults. As a result, students are successful in achieving their first-choice university destinations including medicine at Oxford, English at Edinburgh, and Linguistics at Warwick.


The arrangements for safeguarding are effective.

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