Barclay Primary School

Barclay Primary School

Address: 155 Canterbury Road, Leyton, London, E10 6EJ Unique reference number (URN): 138690

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Exceptional

Pupils achieve very well over time. Published results show that by the end of Year 6, pupils' attainment in reading, writing and mathematics is consistently above national averages. This is also true for the proportion of pupils who meet the expected standard in the Year 1 phonics screening check and the Year 4 multiplication check. These highly positive outcomes reflect pupils' exemplary achievement in different subjects. This performance has been sustained year on year. It is testament to pupils' exceptionally successful academic journey through the school. Disadvantaged pupils outperform the national average for non- disadvantaged pupils by a considerable margin. Pupils, regardless of their needs or barriers to learning, move through the curriculum very securely.

p.2

Achievement Exceptional

Pupils’ work reflects the published data. They gain very secure foundations in reading, writing and mathematics and they use of subject-specific vocabulary with confidence. Pupils leave Year 6 very well prepared for the next stage of education.

p.2

Early years Exceptional

The early years provision gives children an excellent start to their education. Leaders know children’s starting points inside out. They use this information to design a purposeful, well- organised curriculum that helps children gain rich knowledge across all areas of learning. Children settle quickly in the early years. They build confidence, independence and sustained concentration. They collaborate well, share ideas and engage fully in learning because adults create a warm, safe and enabling environment.

p.2

Early years Exceptional

High-quality staff interactions are a cornerstone of the early years. Adults skilfully notice learning and extend children’s thinking, particularly in communication and language. For example, staff use rhythm and music to deepen understanding when sharing familiar stories. This helps children develop vocabulary and a love of language. Children confidently apply their phonics knowledge as they develop writing skills, using correct pencil grip and accurate letter formation at an appropriate stage.

p.2

Early years Exceptional

Leaders design learning carefully around children’s interests and needs, including adapting indoor activities for outdoor spaces so that all children access the same learning opportunities. Children with special educational needs and/or disabilities receive sensitive, personalised support. Strong partnerships with parents and carers further strengthen children's learning. Children leave the Reception Year more than ready for Year 1 and beyond.

p.2

Leadership and governance Exceptional

Leaders have sustained purposeful and resilient leadership over time despite many challenging circumstances. Trust leaders know the school in depth and share an accurate, detailed understanding of its strengths and priorities. Leaders identify issues early and act decisively. For example, they respond quickly to emerging variability in teaching quality through targeted professional development and coaching. Despite the large size of the

p.2

Strong standard

school, leaders know pupils extremely well as individuals. This knowledge helps to place pupils firmly at the centre of leaders' decisions. These decisions lead to highly positive impact. Pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), achieve extremely well. Leaders prioritise inclusion, ensuring that pupils with SEND and those known to social care access the curriculum and make at least the progress that they should from their starting points. Leaders advocate strongly for families, and challenge external agencies where necessary in order to break down barriers to pupils' wellbeing.

p.3

Strong standard

Leaders invest heavily in staff development and wellbeing. Staff access a coherent programme of professional learning which builds expertise across the school. Staff at every stage of their career receive careful guidance. Leaders actively reduce staff's workload without compromising their high expectations for pupils.

p.3

Strong standard

Those responsible for governance fulfil their statutory duties well. Their diligent support and challenge has successfully led to tangible improvements. Although a small number of parents, carers and staff hold some mixed views about the school, leaders act consistently in pupils’ best interests and maintain a culture of care, ambition and collective responsibility.

p.3

Attendance and behaviour Strong standard

Leaders promote attendance relentlessly and successfully. Pupils value coming to school. Overall attendance is high and continues to improve. The rates of persistent absence remain far smaller than average. This is true for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).

p.3

Attendance and behaviour Strong standard

Leaders analyse absences weekly by class, group and site, allowing them to identify patterns early and respond quickly. Staff work closely with families, using trusted relationships, clear expectations and early help where needed to remove barriers to attendance. Where health needs affect attendance, leaders work with external providers to support pupils to be in school as often as possible.

p.3

Attendance and behaviour Strong standard

Leaders have established a calm, orderly and respectful environment where pupils feel safe, valued and ready to learn. Pupils' behaviour in lessons and at social times is positive. Clear routines support smooth transitions, purposeful play and focused learning. Pupils show considerate attitudes towards one another and speak confidently about fairness, inclusion and respect. Staff respond promptly to any concerns, including bullying or unkind behaviour, and pupils trust adults to resolve these issues quickly. Leaders make thoughtful adjustments for pupils with SEND, ensuring that the school promotes regulation, inclusion and learning rather than exclusion. As a result, pupils demonstrate highly positive attitudes to learning and take pride in their school.

p.3

Curriculum and teaching Strong standard

Leaders have set out a broad, well-designed curriculum that builds pupils’ knowledge step by step from the early years to Year 6. Leaders have made sound and deliberate choices about what pupils will learn and when this will happen. The curriculum has a strong focus on developing pupils' reading, writing and number knowledge so that they can access their other subjects with ease.

p.4

Curriculum and teaching Strong standard

Staff teach confidently and with an expert understanding of their subjects. They follow clear lesson routines so that pupils know what to expect. This helps pupils to connect new learning to what they already know. Teachers regularly check pupils’ understanding and identify gaps in their knowledge. They adjust their teaching so that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, can keep up with the pace of the curriculum. Teachers prioritise key skills and teach them in a clear, structured way. This helps pupils build confidence, fluency and a rich vocabulary.

p.4

Curriculum and teaching Strong standard

Leaders check the quality of the curriculum and its delivery carefully. This allows them to update the curriculum regularly to make sure it stays relevant and prepares pupils well for the next stage of education. When leaders spot small variations, they act quickly to support staff and maintain a consistent experience for pupils.

p.4

Inclusion Strong standard

Leaders have established an inclusive culture in which pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged, pupils who speak English as an additional language and those facing other barriers are supported to access learning alongside their peers. Pupils' needs are identified early and accurately, particularly in the early years. Leaders’ weekly inclusion panels, rapid referral routes and close work with families ensure that pupils receive timely, responsive support.

p.4

Inclusion Strong standard

Teachers’ thoughtful adaptations reduce pupils’ barriers to learning without lowering ambition or leaders’ high expectations. When pupils require a personalised curriculum, leaders ensure that information in their education, health and care plans is broken down into clear, measurable and individual targets. Teachers use these plans to shape learning, adjusting them when necessary so pupils make the progress they should through the curriculum. Resources such as workstations, visual supports and sensory spaces help pupils to regulate their emotions and engage fully in lessons.

p.4

Inclusion Strong standard

Leaders monitor the impact of support closely. Partnerships with external agencies are productive, and staff are well trained in inclusive practice. Parents and carers of pupils with SEND report high levels of trust in the school’s provision. Additional funding is used expertly to support the pupils who need it most.

p.4

Personal development and wellbeing Strong standard

Leaders place pupils’ personal development and wellbeing at the heart of the school’s work. A rich and carefully designed programme fosters pupils’ spiritual, moral, social and cultural development. This also underpins their academic success. Pupils speak confidently about their beliefs, experiences and values, and they show respect for others’ views. They demonstrate a clear understanding of different family structures, cultures and religions. Pupils understand right and wrong, they talk thoughtfully about fairness and kindness, and they explain how they resolve disagreements positively. In turn, this contributes to the school being an inclusive and welcoming place. Opportunities to learn about democracy and participation are well established through roles such as the school council. Pupils understand voting, representation and having a voice. They are well informed about fundamental British values.

p.4

Personal development and wellbeing Strong standard

The personal development programme equips pupils very well for life beyond school. Pupils learn how to keep themselves physically and mentally healthy through regular lessons, assemblies and discussions. They talk confidently about online safety, healthy friendships and relationships, and know how to seek help if something worries them. Older pupils learn about growing up and puberty in a considered, age-appropriate way.

p.5

Personal development and wellbeing Strong standard

Pupils enjoy a wide range of trips, visitors, clubs and enrichment activities which broaden their experiences and help them develop confidence and independence. Disadvantaged pupils, and pupils with special educational needs and/or disabilities, access these opportunities fully. Staff make thoughtful support and adjustments when needed.

p.5

Personal development and wellbeing Strong standard

Pupils consistently describe feeling safe, listened to and supported. They trust adults in school well and share any worries, secure in the knowledge that staff will act quickly. This culture of care, inclusion and opportunity supports pupils’ wellbeing and helps them to develop the knowledge, skills and attitudes they need to succeed at the next stage of their education and in later life.

p.5

What it's like to be a pupil at this school

Pupils enjoy coming to this school. They learn and achieve extremely well. Pupils feel safe from the moment they arrive. Staff know pupils well and greet them warmly each day. Calm, consistent routines help pupils settle quickly and start learning straight away.

p.5

What it's like to be a pupil at this school

Children in the early years get an excellent start. They settle quickly and show eagerness to learn. Carefully designed activities, warm interactions and plenty of opportunities to talk, read, write and play help children develop independence, curiosity and the skills they need for future success. Older pupils love their learning. They speak with enthusiasm about a wide range of subjects. Pupils work hard, stay focused and take pride in their books. As a result, their attainment is above average over time, and they make exceptional progress through the curriculum. By the end of Year 6, pupils are very well prepared and highly motivated for the next stage of their education.

p.5

What it's like to be a pupil at this school

Pupils behave well in lessons and around the school. Rates of attendance are high. Pupils arrive ready to take part in the school day. They move sensibly between activities, concentrate in class and play positively at social times. They treat one another with kindness and respect. Clear expectations for behaviour and learning help everyone feel included and supported. Bullying is rare. If it occurs, staff act promptly and effectively to stop it. Pupils trust adults and know who to speak to if they have a concern. They learn how to stay safe and can discuss healthy friendships thoughtfully.

p.5

Lead inspector:

Aliki Constantopoulou, His Majesty's Inspector

p.6

Team inspectors:

Abdul-Hayee Murshad, Ofsted Inspector Harvey Webb, Ofsted Inspector Daniel Terry, Ofsted Inspector David Worrall, Ofsted Inspector The school works carefully to reduce barriers so all pupils can participate fully in school life. Pupils with special educational needs and/or disabilities, those who speak English as an additional language and those facing other challenges receive tailored support that enables them to access lessons, clubs, trips and leadership opportunities successfully.

p.6

Next steps

• Leaders should continue to respond swiftly to any emerging dips in pupils' progress, or variability in teaching practice, so that pupils’ learning remains consistently secure across all classes and subjects.

p.6

About this inspection

This school is part of the Lion Academy 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), Justin James and overseen by a board of trustees, chaired by Robin Thompson- Clarke

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with both executive headteachers, the deputy CEO and other school leaders, as well as the chair of the governing body and a group of trustees during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of one registered alternative provision.

p.6

About this inspection

Executive headteachers: Troy Sharpe and Justin James

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 79% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

average

2023/24 (final) 71% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2024/25 (2 term) 4.5% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.2% 5.5% Close to average

p.13

national average

2022/23 (3 term) 5.4% 5.9% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2023/24 (3 term) 11.9% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15