Barnes Infant Academy

Barnes Infant Academy

Address: Mount Road, Barnes, Sunderland, Tyne and Wear, SR4 7QF Unique reference number (URN): 141045

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 Expected standard

From children's first days in the early years, they benefit from a consistent focus on early reading, writing and number. This builds their confidence, knowledge and skills. By the end of Year 2, pupils are typically well prepared for their next stage. Pupils, including those with any additional needs or vulnerability, make sufficient progress from their starting points. When there are gaps in pupils' reading, writing or mathematics skills, pupils do not achieve as highly as they could.

p.2

Achievement Expected standard

The only published data for the school is the phonics screening check that pupils take at the end of Year 1. These outcomes have been broadly in line with national figures over the last 2 years. Disadvantaged pupils at Barnes achieve well in comparison to disadvantaged pupils nationally.

p.2

Attendance and behaviour Expected standard

The leadership team has full oversight of pupils' attendance. Leaders understand the reasons for pupils' absence. They engage effectively with parents and carers. This has a positive impact on pupils' attendance. For example, there has been a marked reduction in the persistent absence of pupils with special educational needs and/or disabilities. For other groups of pupils, including those who are disadvantaged, leaders' actions have led to improved attendance. However, leaders know that punctuality is an increasing priority for some pupils. This lateness means that some pupils miss important learning.

p.2

Attendance and behaviour Expected standard

The Barnes value of 'behaviour' is exemplified in pupils' attitudes and behaviours across school. Pupils work calmly and purposefully in classrooms. Pupils' attitudes to learning are positive. Many display a genuine thirst for knowledge. Children in the early years typically share resources well. Older pupils are respectful to one another. Staff deal with any bullying or discriminatory behaviour quickly and effectively. They are sensitive to pupils' emotional states. Highly effective therapeutic support helps pupils to deal with their 'big feelings'. As a result, the learning environment throughout school is one of peace and tranquillity.

p.2

Curriculum and teaching Expected standard

Leaders swiftly and strategically identify areas for ongoing improvements to the curriculum and classroom teaching. They have a clear understanding of where further improvements are necessary. For example, on occasion, the quality of teaching can be inconsistent. Leaders know this. They are taking appropriate action to address these inconsistencies.

p.2

Curriculum and teaching Expected standard

The school's commitment to all children's strong foundations for learning in the early years has had a notable impact. Children develop a secure knowledge of how to read. This removes barriers to accessing the wider curriculum as pupils move into Year 1. In key stage 1, pupils continue to develop their knowledge in reading, writing and mathematics. This prepares them well for the move to junior school. However, there are times when teaching does not address gaps in pupils' reading, writing or mathematics skills sufficiently. Where appropriate, teachers amend and adjust their teaching to help pupils who need additional support to access the curriculum. This support applies equally to pupils experiencing disadvantage and those with special educational needs and/or disabilities.

p.2

Curriculum and teaching Expected standard

Curriculums for subjects are well sequenced and well planned. They set out the key knowledge and skills that pupils should learn, across the school. Leaders use assessment information to understand where teaching is having the biggest impact and where there is still more to do.

p.3

Early years Expected standard

Leaders place a high priority on the early years provision in school. They ensure that children start their education effectively. Practices throughout the setting make sure that children with all levels of need are included and receive the support they need to achieve. Leaders also consider children's welfare.

p.3

Early years Expected standard

Utilising expertise from across the school and the trust, the quality curriculum enables children to develop and make progress from their starting points. This curriculum is taught by appropriately trained staff whose enthusiasm for the early years is infectious. They seek to pinpoint gaps in children's knowledge and any barriers to children's learning or wellbeing. Planned provision addresses these gaps. Staff use their insight into children's interests to shape learning tasks effectively. This work increases children's engagement in learning. Interactions between staff and children are generally of a high standard. Consequently, children are sufficiently prepared for the next stage of their education.

p.3

Early years Expected standard

There are many exciting and engaging opportunities in early years for children to develop their knowledge and understanding. Children talk with delight when describing newly hatched ducklings, for example. They use experiences such as these to understand number, colour, language, nutrition and life cycles.

p.3

Inclusion Expected standard

Leaders swiftly identify pupils' needs when pupils first join the school. Leaders support and monitor any emerging needs carefully. As a result, pupils' needs are assessed accurately and reviewed regularly. For example, pupils with special educational needs and/or disabilities (SEND) who learn in the Oak classroom access highly targeted support for their needs. They also access learning during the school day in classrooms alongside their peers.

p.3

Inclusion Expected standard

The school's approach to supporting disadvantaged pupils or those with SEND is effective. It typically allows pupils to make progress from their starting points. Pupils with SEND benefit from approaches such as simplified language and visual supports when necessary. This typically gives them full access to the curriculum. Well-trained staff lead timely interventions to help support pupils in their learning. The additional funding that the school receives is targeted to address gaps in pupils' learning well. This has a demonstrable impact.

p.3

Inclusion Expected standard

Where pupils are known to the local authority, the school liaises closely with external agencies to provide effective support. This allows these pupils to achieve and thrive in all areas of the school's work. Alternative provision is provided for a few pupils who are on the school's roll. This provision is appropriate and meets these pupils' needs.

p.3

Leadership and governance Expected standard

The newly formed leadership team understands the strengths of the school. Leaders have identified and prioritised actions that have led to improvements across the school. Leaders show determination to act in the very best interests of pupils across the school. In classrooms where personalised support is necessary for some pupils, this work is particularly effective. It makes a significant difference to these pupils' experiences of school. Leaders work effectively with outside agencies to improve provision in the school to the benefit of staff and pupils alike. Leaders liaise with the adjoining junior school to help prepare pupils for the move from Barnes at the end of Year 2.

p.4

Leadership and governance Expected standard

Despite the rapid pace of change in the school, staff feel well supported and that their workload and wellbeing are taken into account. Accordingly, staff are complimentary about the school's leadership, who welcome and value staff views. The school organises an appropriate programme of professional development to further develop staff knowledge and skills. This has a positive impact for pupils across the school.

p.4

Leadership and governance Expected standard

The governing body has significant expertise and works effectively with the trustees to ensure that all statutory responsibilities are met. Those responsible for governance use the information that they gain to support the school and hold leaders to account.

p.4

Leadership and governance Expected standard

The school's engagement with parents and carers and the wider community is effective. Parents speak positively about the school. For example, leaders' open and supportive ethos has helped to improve attendance. Parents say that their children are 'stimulated and thriving' and that staff 'go above and beyond' with 'empathy and understanding'.

p.4

Personal development and wellbeing Expected standard

Leaders have adopted an approach to personal development that includes all pupils. As a result, pupils have their voices heard and know how to be tolerant. This is best summed up by pupils, who say that: 'We are all unique, so it really doesn't matter if there's anything different about you.' Pupils also understand that rules are there to prepare them for life beyond the school.

p.4

Personal development and wellbeing Expected standard

The curriculum harnesses young pupils' natural curiosity. It promotes their understanding and respect for various faiths, religions and cultures. Visits from faith leaders help to embed pupils' empathy for others. Educational visits to different places of worship enhance this learning further. Pupils develop an appropriate understanding of spirituality through these opportunities. They clearly understand right from wrong, knowing what it takes to be a good friend and a positive member of the school community. Pupils also benefit from opportunities to learn about personal safety and health, including 'positive mental attitudes' and using breathing techniques to help them stay calm. An age-appropriate relationships curriculum develops pupils' understanding of the importance of privacy and consent.

p.4

Personal development and wellbeing Expected standard

Pupils, including those with special educational needs and/or disabilities, also benefit from a range of enrichment opportunities. They talk excitedly about dance festivals, visits into the wider community and school performances. Pupils develop an understanding of compassion and social responsibility through the school's charity work.

p.4

Personal development and wellbeing Expected standard

The school's pastoral support systems significantly benefit pupils. Staff are vigilant and ensure that they address any emotional or physical needs that pupils might have. The Oak provision, for example, is a welcoming space where pupils with additional needs receive the quality support that they need to thrive.

p.5

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

Pupils at Barnes Infant Academy are happy, proud and independent. Pupils want to come to school and be part of the Barnes family. They seek to live up to the 'Barnes' values, including respect and positive attitudes. Pupils' enthusiasm is evident from the moment you enter the school.

p.5

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

Pupils are safe and know how they can keep themselves safe. For example, the youngest children in early years know where it is and is not safe to play and climb. Pupils behave well and treat each other with high levels of respect. As a result, bullying is rare. Pupils are confident any bullying would be dealt with quickly and effectively by staff.

p.5

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

In classrooms, pupils enjoy their learning. Older pupils talk with understanding about details of the Great Fire of London. Younger children in the early years accurately use their phonics knowledge to help them read unfamiliar words. Teaching typically addresses any gaps in pupils' key skills and knowledge. It prepares them well for the next stage of their education. Staff identify where pupils have barriers to learning, including those with special educational needs and/or disabilities (SEND). Appropriate support from trained staff reduces these barriers. From their starting points, most children make the progress that they should.

p.5

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

Pupils of all backgrounds are included in all that the school does. This is evident in each classroom. The Oak room provides nurture and support tailored to the individual needs of pupils with more complex SEND needs, for example. Pupils enjoy opportunities for broader experiences beyond the classroom, such as yoga sessions, visits from faith leaders or educational visits. Due to warm relationships between staff and pupils, and effective engagement with parents and carers, pupils' attendance has improved, and pupils attend school regularly.

p.5

Next steps

Leaders should ensure that highly effective teaching is embedded across all subjects and year groups so that the curriculum is implemented in line with their intentions. Leaders should continue their work to ensure that teachers address gaps in pupils' reading, writing and mathematics skills so that pupils achieve more highly over time. Leaders should embed their work with parents and carers to improve pupils' punctuality and attendance so that fewer pupils arrive late to school or are absent.

p.5

Lead inspector:

Richard Beadnall, His Majesty's Inspector

p.6

Team inspectors:

Sharon Common, Ofsted Inspector Tim Johnson, His Majesty's Inspector

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.6

About this inspection

This school is part of Vision Learning 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), Claire Smith, and overseen by a board of trustees, chaired by Michael Foster.

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 the headteacher, other school leaders and staff, the CEO, members of the local governing board, members of the board of trustees, the school's external school improvement partner and the interim headteacher of Newcastle local authority's virtual school.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school has undergone significant staffing changes since the last inspection. The deputy headteacher was appointed in January 2025. The school joined Vision Learning Trust in May 2025. The headteacher was appointed in September 2025.

p.6

About this inspection

The school currently makes use of one, unregistered, alternative provision.

p.6

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.

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.7

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

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.8

Persistent absence

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

p.9

national average

2024/25 (3 term) 16.3% 13.0% Close to average

p.9

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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 .

p.9

Urgent improvement

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.9

Urgent improvement

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

p.10

Urgent improvement

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

p.10