Darwen, St Barnabas CofE Primary Academy

About Darwen, St Barnabas CofE Primary Academy Browse Features

Darwen, St Barnabas CofE Primary Academy


Name Darwen, St Barnabas CofE Primary Academy
Website http://www.stbarnabasdarwen.co.uk/
Ofsted Inspection Rating Good
Inspection Date 19 September 2017
Address Knowlesly Road, Darwen, Lancashire, BB3 2JA
Phone Number 01254702996
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 193 (59% boys 41% girls)
Number of Pupils per Teacher 23.5
Academy Sponsor Cidari Education Limited
Local Authority Blackburn with Darwen
Percentage Free School Meals 8.3%
Percentage English is Not First Language 2.1%
Persisitent Absence 6.4%
Pupils with SEN Support 8.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. St Barnabas Church of England Primary Academy is part of the CIDARI Academy Trust, which it joined in October 2014. In 2016, the school met the government’s floor standards. These floor standards are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. St Barnabas Church of England Primary Academy is smaller than the average-sized primary school. The proportion of disadvantaged pupils is average. The proportion of pupils who have special educational needs and/or disabilities is broadly in line with the national average. The proportion of pupils from minority ethnic groups is below the national average. The school hosts a breakfast club and an after-school club which is run by an outside provider.

Summary of key findings for parents and pupils

This is a good school This is a very happy and caring school. Pupils thrive within a calm and purposeful learning environment. The headteacher provides strong leadership. Her drive and determination have led to better teaching and improvements in pupils’ achievement over the past two years. The school is well placed to improve further. The quality of governance is good. Governors know the school well, visit the school regularly and hold leaders to account through regular meetings. Teaching is good and is characterised by good relationships, effective questioning and stimulating resources. Teachers have good levels of subject knowledge in a wide range of subjects. Teachers plan interesting lessons that match the needs of most pupils. However, some of the activities that they plan do not provide appropriate challenge for the most able pupils. Additional adults deployed to provide extra support are effective in helping to ensure that progress for all groups of pupils is securely good. The school has developed a good system to check the progress of pupils across the school. They need to ensure that all most-able pupils make the progress of which they are capable. Effective leadership, high expectations and good-quality teaching in the early years mean that children settle very well into school life and make strong progress. Activities in the early years outdoor area have improved over time, providing a stimulating space for the children. Clear expectations, effective safeguarding procedures and strong relationships ensure that pupils are safe and secure. Parents are very positive about the work of the school. Leaders offer strong support to help parents make a positive contribution to their children’s learning. Subject leaders’ roles have improved since the school became an academy. They now make a positive contribution in supporting improvements in teaching and learning within their subjects. However, assessment of pupils’ skills and knowledge is not as well developed in some subject areas.