Barrow Hedges Primary School

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About Barrow Hedges Primary School

Name Barrow Hedges Primary School
Ofsted Inspections
Headteacher Mrs Louise Wood
Address Harbury Road, CARSHALTON, SM5 4LA
Phone Number 02086434428
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 686
Local Authority Sutton
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud to be part of this inclusive, kind and friendly school. They benefit from positive and respectful relationships with adults and other pupils.

This starts in the early years, where children learn to play well together. These strong foundations and clear and consistent expectations mean that pupils' behaviour is exemplary. Pupils understand the importance of being accepted, 'whoever you are'.

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

Leaders are highly ambitious. This is realised for pupils both in their academic and personal development.

Pupils study a rich and interesting curriculum. They produce... work of high quality in different subjects. Pupils embody the school values of kindness, inclusion, honesty, respect and ambition.

As a result, pupils are very well prepared for the next stage of their education.

Pupils develop their interests through a programme of additional activities, including knitting, gymnastics, choir, dance and positivity. Pupils readily take on additional responsibilities, such as becoming digital leaders.

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

Leaders have designed a rigorous and ambitious curriculum. In each subject, important knowledge is explicitly identified and sequenced so that pupils return to and deepen their understanding from early years onwards. For example, in design and technology, pupils practise cutting food safely by using the claw and bridge grip.

Older pupils apply these skills when performing more complex cooking skills, such as making their own pastry. Similarly, in science, children in early years learn about the features of different animals. Pupils build on this knowledge when classifying living organisms and learning about their life cycles.

Effective use is made of assessment to check that pupils understand what they have learned. Teachers routinely identify and address any misconceptions to ensure they do not persist and limit pupils' understanding. This helps pupils to develop a strong understanding across the curriculum.

Reading is a high priority for all pupils. Children in the Nursery practise listening to sounds as a foundation to learning to read. They are encouraged to bring in an object from home that links to the sound they are learning about.

This strong start is built on through the well-delivered phonics programme. All staff are trained and supported to be experts in reading. Pupils practise reading with books that are consistently well matched to the sounds they know.

This helps to ensure that they develop as confident and fluent readers. Timely and appropriate intervention is put in place for those pupils who need additional help to read well. Reading is celebrated and valued.

For example, there are dedicated assemblies that promote the importance of reading.Pupils with special educational needs and/or disabilities (SEND) are swiftly identified. Leaders work well with external agencies and specialists to establish the right support.

This information is communicated with staff, who make appropriate adaptations to tasks and activities. This means that pupils with SEND are well supported to access the same ambitious curriculum as their peers, wherever possible.

The provision for pupils' wider personal development is exceptional.

All pupils participate in a range of well-designed activities and experiences. For example, pupils recently visited France and Belgium to lay a wreath at the Menin Gate. Opportunities for pupils to debate and discuss 'big questions' are part of regular philosophy sessions.

This supports pupils to be confident and thoughtful speakers, who articulate their ideas and opinions clearly and are respectful of the views of others.

Pupils' behaviour around the school and attitudes to their learning are exemplary. This is because they understand the well-established routines.

Leaders have effective systems in place to support families to ensure their children attend school regularly and on time.

Staff appreciate the support they receive from leaders to develop professionally and to manage their workload and well-being. Leaders, and those responsible for governance, have a detailed and accurate understanding of the school's effectiveness.

They are ambitious for pupils and keen to develop this strong school even further.


The arrangements for safeguarding are effective.

Leaders have ensured that all staff have received appropriate training and are vigilant to the needs of pupils.

This ensures that any concerns that may arise are reported swiftly. Leaders make appropriate and timely use of external agencies. They are tenacious in following up any referrals they have made to secure the right support for pupils and their families.

Leaders have designed a curriculum that helps pupils stay safe, including when online. Pupils learn about healthy and respectful relationships and how to keep safe on public transport. Pupils are confident to raise any worries they may have through the worry boxes or going to 'The Den' if they want to talk about their concerns with an adult.

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