Barnwell School

Inspection of Barnwell School Barnwell, Stevenage, Hertfordshire SG2 9SW

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Inspection dates: 24 and 25 November 2021

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires improvement 24 and 25 November 2021

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What is it like to attend this school?

Barnwell is a warm, welcoming, and friendly school. Pupils are well-mannered, they hold doors open for each other. Pupils behave well around the school. Pupils say that they enjoy school and that on the rare occasions when bullying happens, staff deal with it quickly. They want to do well in lessons, contributing well to class discussions and showing curiosity in the questions they ask. Pupils listen closely to their teachers in lessons.

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What is it like to attend this school?

Even though the school is based on two sites, it feels like one school. Pupils benefit from consistent routines and a strong induction programme. They move sensibly when they need to change.

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What is it like to attend this school?

Sixth-form students play a full part in the life of the school and the community. All students undertake voluntary work, such as charitable work with people with dementia. They are well prepared for the next stage after school. Students have the opportunity to complete pre-apprenticeship programmes, work placements and workshops with universities. Students are enthusiastic about school and say they are ‘well-looked after’.

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better?

Despite the pandemic, leaders have made significant improvements with leadership, the curriculum and teaching. Pupils follow a broad and ambitious curriculum. Teachers deliver the well-designed curriculum confidently. Since the previous inspection, weaknesses with the science curriculum and its delivery have been addressed.

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better?

Leaders have carefully considered what pupils need to know and be able to do to secure their next stage of education, employment, or training. This includes ensuring more pupils study the subjects for the English Baccalaureate (EBacc). The take up of modern foreign languages is increasing.

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better?

Pupils enjoy their learning in a range of subjects. Curriculum planning is strong, and teachers consistently use teaching methods to help pupils remember key learning over time. For example, Year 8 pupils spoke eloquently about their prior learning of the gothic conventions of ‘Dracula’ in English. Year 12 law students easily recall key acts, dates, and technical elements of the legal aid process.

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better?

Sixth-form students develop good study skills. For example, they appreciate watching ‘Ted Talks’ to complement their learning. They read regularly and widely. Younger pupils also avidly read a wide range of texts. However, the studying and reading habits of pupils in Years 9 to 11 are not as well-established. Leaders have plans in place to address this. 24 and 25 November 2021

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Pupils who struggle to read, including pupils with special educational needs and/or disabilities (SEND), are well-supported. Leaders carefully check pupils’ reading ability and alter their reading programmes to suit. Pupils improve their reading quickly. Leaders also check pupils’ gaps in knowledge and understanding and take immediate action to address these. To illustrate, Year 11 pupils can stay longer at school to revisit aspects taught during the pandemic.

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Pupils with SEND access the same ambitious curriculum as their peers. The special educational needs coordinator and her team know the pupils well. Teachers regularly contribute to pupils’ support plans so that adjustments can be made if needed. Staff are knowledgeable about suitable therapeutic approaches to support pupils with social, emotional and mental health needs who need these. The number of exclusions has significantly reduced over time.

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Leaders prioritise the wider development of pupils. Through the curriculum, pupils learn the school values of PRIDE (to be passionate, respectful, innovative, determined, and empathetic). This learning is interwoven with a well-considered curriculum for personal, social, health and economic (PSHE) education. Pupils, and students in the sixth form, receive effective careers education. Career advice, discussions with employers and other opportunities continued virtually during the national lockdowns. Pupils also have a broad offer of extra-curricular activities. However, a significant minority of pupils who responded to the Ofsted pupil survey, state that they rarely or never take part.

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Over time, governors have effectively held leaders to account for the quality of provision. Staff are particularly appreciative of their and leaders’ support with staff well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know pupils well and are alert to the local risks that face the pupils at Barnwell. Staff access training with other external agencies, including the police. Leaders ensure staff remain up to date with information about online safety, sexual harassment, and county lines. Staff know how to report concerns and do so quickly. Leaders liaise effectively with other external services to make sure vulnerable pupils get the help they need.

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Safeguarding

Pupils learn about staying safe through assemblies, form time and the PSHE curriculum.

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(Information for the school and appropriate authority)

 Studying habits, such as reading widely about a topic, and reading for pleasure are not well-established in Years 9 to 11. Some pupils are not developing a deep 24 and 25 November 2021

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and rich body of knowledge and vocabulary over time. Leaders should continue to drive forward their plans for improvement so that pupils cultivate a love for reading.  While the school provides a wide range of opportunities to nurture, develop and stretch pupils’ talents and interests, there is a significant minority of pupils who do not make use of these opportunities. This limits some pupils’ wider development. Leaders should raise the profile of enrichment so that more pupils make the most of what is on offer.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 24 and 25 November 2021

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School details

Inspection number 10200518 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1,154

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sixth form

Appropriate authority The governing body

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sixth form

Date of previous inspection 17 and 18 January 2018, under section 5 of the Education Act 2005

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Information about this school

 The school has two sites. One is used mostly for pupils in Years 7 to 9 and the other is used for Years 10 to 13.  The school uses one unregistered and two registered providers of alternative provision. A small number of pupils attend one of these.  The school meets the requirements of the Baker Clause. This means that pupils in Years 8 to 13 receive information about the full range of education and training options open to them. This includes opportunities for a range of education and training providers to speak to pupils about technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 24 and 25 November 2021

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This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.

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 Inspectors spoke to members of the governing body, the executive headteacher, the head of school, senior leaders, staff and pupils. The lead inspector also spoke with a representative from the local authority.  Inspectors carried out deep dives in English, design technology, history, physical education and science. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the provision for reading, PSHE, relationships, sex and health education and religious education. Inspectors reviewed curriculum plans, visited assembly, visited tutor time, spoke with pupils and leaders.  Inspectors met with the leader in charge of SEND and scrutinised documentation for SEND. Inspectors observed support for pupils with SEND.  Inspectors reviewed the school’s information on behaviour, bullying and

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attendance. Inspectors reviewed safeguarding records and spoke with governors, leaders, staff and pupils about safeguarding arrangements.  Inspectors considered the 63 responses to Ofsted’s online survey, Parent View and the 34 free-text comments. Inspectors considered the 95 responses to Ofsted’s staff survey and 247 responses to Ofsted’s pupil survey.

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Inspection team

Liz Smith, lead inspector Her Majesty’s Inspector

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Inspection team

Marc White Her Majesty’s Inspector 24 and 25 November 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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