|Name||Barwic Parade Community Primary School, Selby|
|Ofsted Inspection Rating||Good|
|Address||Barwic Parade, Petre Avenue, Selby, YO8 8DJ|
|Religious Character||Does Not Apply|
|Number of Pupils||267 (53.6% boys 46.4% girls)|
|Number of Pupils per Teacher||14.9|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||35.5%|
|Percentage English is Not First Language||15.3%|
|Pupils with SEN Support||9.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 June 2017)
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Information about this school
The school meets requirements on the publication of specified information on its website. There have been significant changes to the staffing of the school since the last inspection. A new headteacher has been appointed, a new governing body appointed and a number of teachers have joined the school in the last two years. The early years consists of a part-time Nursery and Reception classes. Most pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The school manages an on-site resource provision ‘EMS’ for three- to 11-year-old pupils who have a primary need of either social, emotional or mental health. This provides in-reach and outreach support for 41 local schools. The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The proportion of pupils from minority ethnic groups is below the national average. The school runs a daily breakfast club. The school has been supported by leaders from Selby Community Primary School. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders and governors know this school very well. They are passionate about the care, welfare and education of every pupil who attends the school. Leaders are relentless in their drive to improve outcomes for pupils. They have brought about many significant and necessary improvements to the quality of teaching, learning and assessment since the last inspection. The progress pupils make in reading, writing and mathematics over their time in school is improving. However, this progress needs to be more rapid to ensure that pupils reach national standards. Strategies to support pupils in reading with fluency and enjoyment have increased the pace of progress pupils are making. The methods used to teach mathematics are accelerating pupils’ progress in this subject and are now helping pupils to achieve higher standards. Pupils behave well and have good relationships with their teachers and their peers. Parents have an overwhelmingly positive opinion about the school’s leadership and the quality of teaching; however, they expressed some unfounded concerns about bullying. The curriculum provides pupils with a wide range of experiences that contribute well to their spiritual, moral, social and cultural development. The use of additional funding for disadvantaged pupils is now effective in improving outcomes for these pupils. Behaviour is good. Leaders have improved behaviour by raising expectations and implementing strategies to support pupils in solving problems so they can manage their own behaviour. The early years settings provide a safe and welcoming start to school life. However, recent changes to staffing have hampered the pace at which improvements have been made in addressing the historical weaknesses in outcomes for children. Governors have an accurate understanding of the quality of the school’s provision. They provide appropriate challenge and support to all leaders. The on-site local authority ‘EMS’ resource for pupils with social, emotional and mental health needs is highly effective in supporting these vulnerable pupils to make good progress.