Barrington Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Barrington Primary School Barrington Road, Bexleyheath, Kent DA7 4UN

p.1

Outcome

Barrington Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Claire Clark. This school is part of London South East Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sam Parrett CBE, and overseen by a board of trustees, chaired by Rama Venchard MBE.

p.1

What is it like to attend this school?

Pupils flourish at Barrington Primary School. They are happy and meet the school’s high expectations for their academic achievement and personal development. The school places a strong emphasis on pupils’ well-being. Staff know pupils well and care about them. This gives pupils a deep sense of belonging and helps them to feel safe.

p.1

What is it like to attend this school?

Pupils are rightly proud of their school and enjoy learning. They are respectful and polite to each other. From the early years, children listen attentively to adults and learn to cooperate, take turns and share. Incidents of bullying are rare. Pupils know who to speak with if they have any concerns. Parents and carers are overwhelmingly positive about the education that their children receive. The school is highly inclusive, with dedicated and committed staff.

p.1

What is it like to attend this school?

The school ensures that pupils’ experiences go beyond the academic. Pupils play a highly active role in their school. They take on leadership roles, such as house captain, play leaders and representing their class on the ‘Article 12 committee’. This helps to build their confidence and a sense of citizenship. Extra-curricular activities promote pupils’ talents and interests. Pupils are excited to take part in visits that help broaden their horizons.

p.1

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

Pupils learn an engaging, broad and ambitious curriculum. The school keeps the curriculum under review, making regular improvements in the interests of pupils. Key 8 and 9 July 2025

p.1

2

knowledge, skills and vocabulary are clearly identified. Well-considered resources support learning.

p.2

2

Teachers have strong knowledge. They use this to explain new information clearly. They model accurate, subject-specific vocabulary well. The school has provided staff with effective training on how to teach the curriculum. Staff value this training and apply it effectively in lessons. They check pupils’ learning to identify any gaps and adjust their teaching if needed. They help pupils to connect new knowledge to what they have learned previously.

p.2

2

Pupil outcomes at the end of key stage 2 are above national averages. However, the proportion of pupils who achieve greater depth in their writing is low. The school is addressing this, for example through introducing systems to help staff provide more opportunities for independent writing. However, it is too early to see the impact of this work. This means that the quality of some pupils’ writing is variable.

p.2

2

Children learn to read as soon as they start school. Early reading and mathematics are taught well. Staff explain carefully and help pupils understand new content. Pupils benefit from regular opportunities to practise and consolidate their skills. The school provides additional teaching for pupils who find reading difficult. This helps them to become more confident and accurate readers. In early years, children get off to a strong start to their education. They benefit from caring relationships with staff. This means they enjoy school. Well-structured activities help children learn.

p.2

2

There is very strong support for pupils with special educational needs and/or disabilities (SEND). The school carefully identifies pupils’ needs and shares this information with staff. Adaptations are made to the curriculum, where necessary, so that teachers can support pupils with SEND in the classroom effectively. Leaders check that the additional support pupils receive is having a positive impact. The support that Barrington pupils receive in ‘The Talking Base’ resourced provision is highly effective. Staff are well trained to support these pupils with input from external specialists.

p.2

2

The school takes appropriate action to ensure that pupils attend regularly. It works closely with families to remove barriers to regular attendance. The school uses rewards to encourage good attendance. Pupils are respectful and behave consistently well, in and out of lessons. At lunchtime, pupils take part in a range of well-planned activities.

p.2

2

The school provides well for pupils’ wider development. Pupils learn about fundamental British values. During personal, social and health education lessons, pupils learn about important issues such as how to keep safe online. They understand about the protected characteristics and the importance of not discriminating against others.

p.2

2

The school has recently joined a larger multi-academy trust. Staff access a wide network of support and training, which they appreciate. Leaders and staff share the ambitious vision for the school. They put the needs and interests of pupils at the heart of every decision made. Leaders know their roles and fulfil them effectively in order to bring about 8 and 9 July 2025

p.2

3

improvements to pupils’ experiences of school. Staff describe the school as a supportive place to work. They are proud to be part of this strong, caring team.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school’s approach to the teaching of writing has recently been reviewed and refined. The school is working on embedding these changes into classroom practice. It is too early to see the impact of these changes. The school should ensure that these changes have the desired impact to ensure that pupils become fluent and accurate writers across the curriculum.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, Barrington Primary School, to be good for overall effectiveness in September 2012.

p.3

How can I feed back my views?

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. 8 and 9 July 2025

p.3

4

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 July 2025

p.4

School details

Dates of previous inspection 3 and 4 December 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school joined the London South East Academies Trust in September 2024.  The school does not currently make use of any alternative provision.  The school has a specially resourced provision for pupils with speech and language needs.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 8 and 9 July 2025

p.5

6

 To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of parents, leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement. The inspector also reviewed documents related to attendance, behaviour and pupil movement.  The inspector met with senior leaders, teachers and support staff.  The inspector met with representatives from the local governing body. He also spoke with representatives from the multi-academy trust.  The inspector considered the views of pupils and staff, including through their responses to Ofsted’s online surveys.  The inspector considered responses to Ofsted’s online survey for parents, Ofsted Parent

p.6

Inspection team

Robert Grice, lead inspector His Majesty’s Inspector 8 and 9 July 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk.

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn.

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7