Setting

CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 1231231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566855 Direct F 01695 729320 Direct email: gail.hill@cfbt.com

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Mrs Evans Headteacher Heaton St Barnabas' CofE Aided Primary School Rossefield Road Heaton Bradford West Yorkshire BD9 4DA

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Barnabas' CofE Aided Primary School

Thank you for the help which you and your staff gave when I inspected your school on 13 December 2011, for the time you gave to our phone discussions and for the information which you provided before and during the inspection. Please pass on my thanks to the representatives of the governing body, the attendance team and the group of pupils and staff who took time to speak with me.

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Barnabas' CofE Aided Primary School

As a result of the inspection on 29 April 2010, the school was asked to address the most important areas for improvement which are set out in the annex to this letter. Since the inspection two members of teaching staff have left and the school has appointed three assistant headteachers to the leadership team.

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Barnabas' CofE Aided Primary School

Having considered all the evidence I am of the opinion that at this time the school has made inadequate progress in making improvements and satisfactory progress in demonstrating a better capacity for sustained improvement.

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Barnabas' CofE Aided Primary School

In 2011, attainment at the end of Key Stage 2 declined in English and mathematics. Pupils’ attainment in mathematics declined significantly and just over half of pupils achieved the expected level. In Key Stage 1, pupils’ attainment continued to decline in reading, writing and mathematics. In the Early Years Foundation Stage, outcomes at the end of the Reception Year made a marked decline from previous years.

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Barnabas' CofE Aided Primary School

Although the school did not predict the fall in results last year it has evaluated where it can improve further and has taken concerted action as a result. T he school’s current information about the achievement of pupils indicates that this is beginning to have an impact on pupils’ progress and their attainment shows signs of improvement. Current monitoring data show that results for this year are on track to be much higher than last year. September 2011

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Barnabas' CofE Aided Primary School

Page2 Senior leaders acknowledge that standards were affected by inconsistencies and some disruption in teaching during the last academic year. Senior leaders have reviewed the effectiveness of the school’s provision and, as a result, they have moved some teaching staff to different classes and reorganised teams. This change has been managed effectively and staff are working more collaboratively in identifying aspects of good practice they wish to share and develop. However, the school recognises that some inconsistencies in the quality of teaching and marking of pupils’ work remain.

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Barnabas' CofE Aided Primary School

There is still variability in the progress pupils make as they move through the school. Inconsistencies remain between classes and different groups of pupils. This is because the quality of teaching is variable. Where teaching is stronger, teachers have a secure grasp of pupils’ current abilities and plan challenging work to move them on in their learning. Where teaching is less effective, teachers’ expectations of pupils’ learning lack clarity, there is not enough sharpness in the use of questions and not enough match of work to pupils’ needs.

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Barnabas' CofE Aided Primary School

In lessons, most pupils are engaged and keen to learn. They enjoy extra-curricular clubs and practical activities which help them apply their learning. For example, Year 6 pupils showed enthusiasm in preparing for the sale of the craft items they were making in lessons. Pupils’ behaviour makes a positive contribution to their learning. They cooperate well and talk and share ideas purposefully and sensibly. They take responsibility around school and in lessons where they are given the opportunity and show increasing independence in their learning. Scrutiny of pupils’ work and observations in lessons show that guidance given to pupils to improve their work is developing and there are some examples of effective marking. However, this varies across the school and written feedback does not always identify the next steps pupils need to take and pupils’ misconceptions are not always identified. The school acknowledges this is an area for further improvement and it is

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Barnabas' CofE Aided Primary School

identified in the school’s improvement planning.

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Barnabas' CofE Aided Primary School

The school has taken action to halt the decline in attendance, and levels of attendance for the last academic year show improvement. This is because the school monitors attendance closely and follows up any absences swiftly. The school has adopted a ‘zero tolerance’ approach and does not authorise holidays during term time. They work in partnership with the education welfare service and a school-home worker to support families in helping to ensure their children attend regularly. The numbers of pupils who are persistently absent from school has decreased.

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Barnabas' CofE Aided Primary School

The school recognises that there has been some inaccuracy in teachers’ assessment and is taking effective steps to remedy this. Appropriately challenging targets are now set for pupils and leaders have tightened monitoring and intervention strategies. Staff now share data and information although the impact of this is at a very early stage.

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Barnabas' CofE Aided Primary School

Senior leaders know the school well and understand that improving the quality of teaching and learning, particularly in mathematics and English, is required to raise achievement. The school is developing the role of leaders and has recently appointed an assistant headteacher. They are starting to take the actions needed to accelerate the pace of September 2011

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Barnabas' CofE Aided Primary School

Page3 improvement. For example, in improving pupils’ attendance and holding teachers more accountable for the progress of pupils. Members of the governing body have a secure understanding of the school’s strengths and weaknesses. Together, with partnerships established with other local schools, this is enabling the school to increase its capacity to improve further and support the headteacher’s drive for further improvement.

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Barnabas' CofE Aided Primary School

I hope that you have found the visit helpful in promoting improvement in your school. This letter will be posted on the Ofsted website.

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29 April 2010

Raise pupils' attainment across the school by: - improving the consistency of teaching - using assessment more effectively to plan lessons for the different learning needs of pupils, particularly middle-ability learners - developing independent learning.

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29 April 2010

Strengthen the capacity of the leadership and management team to drive improvements in learning and teaching by: - systematically evaluating the impact of actions taken to improve outcomes - enabling all staff to share good practice - introducing effective strategies for managing change.

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29 April 2010

Improve attendance by: - improving the way the school works with other agencies - strengthening practices to support attendance within school - developing support for pupils who have extended periods of absence - reviewing provision for pupils who are persistently absent.

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