Barnby and North Cove Community Primary School

School

Address: The Street, Barnby, Beccles, Suffolk, NR34 7QB Unique reference number (URN): 144828

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Leaders have increased their expectations for pupils’ achievement. Work in books and pupils’ responses to teachers' questions show that the curriculum and teaching help pupils to secure key knowledge. Pupil achievement is therefore stronger than some of the recent published outcomes suggest. This includes results from the Year 1 phonics screening check and the multiplication tables check in Year 4. The school has small cohorts, so year ‑ on ‑ year published data offers limited value when comparing pupils’ achievement to national figures.

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Achievement Expected standard

Pupils learn consistently across the curriculum. They typically gain the skills and knowledge they need. The school prepares pupils well for the next stage of their education. This includes disadvantaged pupils and those with special educational needs and/or disabilities. However, pupils’ achievement is not as strong as it could be. This is because teachers do not always use their checks on learning as effectively as they could, and pupils need more opportunities to strengthen their subject ‑ specific knowledge.

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Attendance and behaviour Expected standard

In recent years, the school has faced challenges in ensuring that pupils attend as regularly as they should. Leaders have placed a sharp focus on improving rates of attendance. They have put robust systems in place to track attendance and to monitor absence closely. Leaders provide appropriate support for pupils who do not attend school regularly. They are reducing individual barriers to attendance. This is particularly effective for pupils who have special educational needs and/or disabilities or who are disadvantaged. As a result, overall attendance matches national expectations.

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Attendance and behaviour Expected standard

Pupils demonstrate positive attitudes to learning and behave well. Classrooms are calm, purposeful and inclusive environments that help pupils to focus on their work. Teachers put in place adaptations to support pupils’ engagement and focus. Consistent routines and high expectations are introduced in the early years. As a result, pupils across all years work independently and collaboratively. Pupils recognise that bullying rarely happens. Staff deal with any behaviour issues effectively. Leaders provide highly effective support to pupils who find it challenging to manage their emotions. This enables these pupils to remain focused in lessons and to benefit more fully from what the school has to offer.

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Curriculum and teaching Expected standard

Leaders have established a broad and balanced curriculum. The curriculum is organised and structured so that pupils build on what they already know. This supports pupils to typically develop secure foundations in key knowledge and skills. Leaders check the quality of teaching and its impact on pupils’ learning. They use this information to inform decisions about how to strengthen the curriculum further. Leaders provide effective support to help teachers develop the quality of their practice. This means that teachers generally deliver the curriculum well. Leaders ensure that the curriculum develops pupils' language and communication skills. Staff adapt their teaching to meet the needs of pupils, including those with special educational needs and/or disabilities. For example, staff provide teaching resources that help pupils to focus and apply their learning in a practical way.

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Curriculum and teaching Expected standard

Pupils learn well when teachers carefully design tasks and make appropriate adaptations. Teachers typically use questioning well to check pupils' understanding. Sometimes, teaching is not as effective as it could be. When this happens, teachers do not use the information from their checking of learning to plan tasks that meet the needs of all pupils. In addition, teachers do not consistently give pupils enough opportunities to strengthen their writing and deepen their subject ‑ specific knowledge.

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Early years Expected standard

Leaders have established an effective curriculum in the early years that prepares children well for their next stage of education. Children in Nursery and the Reception Year show high levels of engagement and enthusiasm. They demonstrate sustained concentration and enjoyment in their activities.

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Early years Expected standard

Leaders and staff provide children with an environment that is calm, purposeful and thoughtfully designed. Staff adapt activities and use equipment that enables children with special educational needs and/or disabilities to learn successfully. They support children to learn to make choices, take informed risks and develop their independence. Staff provide children with a broad range of experiences that help them to understand the world around them.

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Early years Expected standard

Staff help children to develop their vocabulary. Children contribute confidently when creating and performing class storyboards. This enables them to embed their learning by practising and rehearsing. Staff model language well and engage children in high-quality interactions. This helps them to develop their communication skills.

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Early years Expected standard

Staff ensure that children learn the physical skills required to hold a pencil and to accurately form letters. This helps children’s skills in the early stages of writing. The consistent teaching of phonics is reinforced effectively through repeated exposure to key words and sounds.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. They have high expectations for pupils with special educational needs and/or disabilities (SEND). Leaders and staff provide pupils who need extra support with the help they need at the right time.

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Inclusion Expected standard

The school community is proud of the specially resourced provision, The Broads. Pupils who attend the provision access a broad and balanced curriculum. This includes taking part in residential trips and in celebration assemblies. Pupils with SEND progress well from their various starting points. Staff recognise the positive impact the resource base has on developing the school’s inclusive culture.

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Inclusion Expected standard

Leaders ensure that staff are suitably trained to deliver effective inclusive practice. These agreed strategies are typically implemented with skill. Leaders know pupils’ needs well. This ensures pupils progress appropriately. Leaders use additional funding effectively to help remove barriers to disadvantaged pupils' learning and wellbeing. For example, they provide effective support for pupils still at the early stages of learning to read. This helps them to catch up.

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Inclusion Expected standard

Leaders put in place individualised, part-time timetables for those pupils who need them. Leaders make sure that these pupils receive other appropriate support. The barriers to these pupils’ learning and wellbeing are therefore reduced or removed, helping them to learn more effectively.

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Leadership and governance Expected standard

Leaders have a clear and ambitious vision for the school in 'growing successful futures for all pupils, whatever their individual needs.' Trustees and school leaders have a detailed understanding of the school’s context and the needs of its pupils. They work well together to continually move the school forward from a challenging period in its history. They make astute and decisive decisions in the best interests of pupils. Leaders are held fully to account for their actions.

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Leadership and governance Expected standard

Leaders prioritise areas for development that will have the most beneficial impact on pupils. As a result, their actions are effective. Leaders have secured improvements to their inclusive practice, the implementation of the curriculum, pupils' achievement, attendance and behaviour, and the school’s relationships with parents and carers. Some of these actions have yet to be reflected in published assessment outcomes. Inspectors received many positive comments from parents and carers about the leadership of the school. These relate to significant recent improvements and the school's positive and caring ethos.

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Leadership and governance Expected standard

Leaders ensure that all staff have access to high-quality professional learning. For example, staff have benefited from training in the teaching of early reading and how to best support pupils with special educational needs and/or disabilities. Leaders are mindful of staff workload and wellbeing. Staff appreciate that what they do is noticed and valued by leaders.

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Personal development and wellbeing Expected standard

Leaders prioritise the personal development and wellbeing of pupils. They have established a coherent programme that enables pupils to develop personally and creatively. Pupils are active members of their community. They talk enthusiastically about the enrichment programme and the range of opportunities available to them.

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Personal development and wellbeing Expected standard

Leaders support pupils to care for other people in the school and in their wider community. For example, the school’s bio-diversity project helps pupils to learn to work collaboratively and to learn about the importance of caring for their environment. Pupils lead special events, such as coffee mornings, to raise money for charities. Leaders provide effective pastoral support for pupils. They can access different levels of help, including support from specially- trained staff. Leaders also help pupils to build confidence and learn to manage their behaviour.

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Personal development and wellbeing Expected standard

Leaders provide opportunities for pupils, including those in The Broads, to develop leadership and public speaking skills. Diversity champions lead assemblies on a range of topics, including different cultures and faiths. Older pupils help younger pupils to learn about wellbeing and about why people may think and act in ways that are different. Pupils take part in a wide range of clubs. This helps to develop their interests or to learn new skills. Leaders make the most of local places of interest to help pupils to learn well. For example, pupils talk about what they have learned by visiting a local farm and plant nursery. Pupils also have the opportunity to participate in different theme days when learning about different topics, such as the Victorians.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils develop an awareness of how to keep safe. This includes pupils having a secure understanding of online safety. Pupils are well prepared for life in modern Britain and for the next stage of their education.

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

Leaders and staff know every pupil well in this small and friendly school. Pupils feel valued and cared for because of the strong community feel that leaders have created. Pupils feel safe in school and know that bullying is rare. They are confident that if they have any worries, there is always an adult who will listen and help them. From the moment children join in Nursery or the Reception Year, they get off to a positive and supportive start. They quickly learn the routines and build trusting relationships with staff.

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

Pupils typically behave in line with leaders’ high expectations. Classrooms are calm places where pupils can focus on their work. They generally have positive attitudes to learning. Pupils learn the ambitious curriculum increasingly well because leaders and staff place a high priority on the quality of teaching. Leaders ensure that when pupils need help they receive timely and appropriate support. Pupils' achievement in national tests is typically close to the national averages.

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

Pupils in the school’s specially resourced provision for those with special educational needs and/or disabilities, The Broads, are included in all aspects of school life. All pupils contribute to decisions that improve the school through a student parliament.

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

Pupils benefit from a wide range of personal development opportunities. They enjoy representing the school in competitive sports events. Pupils can develop public speaking skills by leading whole-school assemblies. Pupils’ learning is enriched through experiences beyond the classroom, such as visits to a local farm and a residential study centre. These activities help broaden pupils’ understanding of the world and strengthen their sense of belonging.

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

Parents and carers value the support their children receive. One parent, summing up the views of many, said, ‘Every child is truly included. I would recommend this school to anyone.'

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Lead inspector:

Mark Carter-Tufnell, His Majesty's Inspector

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Next steps

Leaders should ensure teachers increase opportunities for pupils to write consistently well across a range of subjects and enable pupils to strengthen and deepen their subject ‑ specific knowledge and vocabulary. Leaders should ensure teachers refine their checking of what pupils have learned so that any gaps in knowledge are identified and addressed swiftly.

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About this inspection

This school is part of the Consortium 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), Andrew Aalders-Dunthorne, and overseen by a board of trustees, chaired by Steve Martin.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the academy headteacher and other leaders and staff during the inspection. They also spoke to the CEO and trustees.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has had significant changes in senior leadership since the last inspection. The current academy headteacher took up post in April 2025.

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About this inspection

Leaders do not make use of any alternative provision.

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About this inspection

The school provides a specially resourced provision for 18 pupils with moderate learning difficulties.

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About this inspection

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

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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average

2022/23 (final) 57% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 73% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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national average

2024/25 (3 term) 5.8% 5.2% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 15.2% 13.0% Close to average

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national average

2022/23 (3 term) 16.2% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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