Schools & FE · Report card

Barnsbury Primary School and Nursery

Inspected 30 Jun 2026 · published 21 Sept 2026 · URN 140540

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Summary

No overall grade in this frameworkSafeguarding met

Luke Graham (lead), Katherine Russell, Linda Appleby, Nic Browne

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Katherine Russell, Linda Appleby, Luke Graham, Nic Browne
Postcode verified
GU22 0BB
Name on report verified
Barnsbury Primary School and Nursery
Safeguarding verified
Met
URN verified
140540

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+75Very positivemore positive than 54% of reports of this type

In line with other reports of this type.

Praiseeffectivepositiveambitiousenjoywell preparedhighly effectivefeel safeeffectively

Criticismconcernsnot alwaysinconsistenciesmissedpersistently absentnot safe

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1486w+82
Leadership186w+84
Safeguarding51w−11
What needs to improve88w+22

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,808; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 35%

Full report text

Barnsbury Primary School and Nursery

Address: Almond Avenue, Barnsbury, Woking, Surrey, GU22 0BB Unique reference number (URN): 140540

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

Pupils typically achieve well. They generally acquire the knowledge and skills they need across a broad range of curriculum areas.

p.2

Achievement Expected standard

Most pupils learn the core skills they need in reading, writing and mathematics. They build the phonics knowledge they need to become increasingly successful readers. This shows in published outcomes for the phonics screening check. Well-trained staff effectively support pupils who require further help to gain the early reading skills they need.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities or those who are disadvantaged receive effective support. As a result, these pupils generally progress well from their starting points.

p.2

Achievement Expected standard

By the end of Year 6, pupils’ achievement in national tests is broadly in line with national averages in reading, writing and mathematics. Leaders have secured improvement in pupils’ achievement in reading. They have now rightly identified the need to further develop aspects of writing, including spelling and grammar. This work has already begun.

p.2

Achievement Expected standard

Pupils are well prepared for their next stage of education.

p.2

Attendance and behaviour Expected standard

Pupils’ attendance is broadly in line with the national average. Leaders have high expectations of pupils’ attendance. They have established robust systems to check attendance information. Leaders’ meticulous monitoring enables them to identify pupils who may need additional help to overcome barriers to attendance. Leaders thoughtfully consider the support these pupils receive so that they attend school more often. This means that pupils who have previously missed too much school are now attending more frequently. Leaders are ambitious to secure further reductions in the proportion of pupils who miss too much school.

p.2

Attendance and behaviour Expected standard

Pupils typically behave well and are role models for the school’s values. Leaders have fostered a positive and respectful culture where pupils develop a sense of belonging. This is seen in the quality of relationships between pupils and staff. Leaders have established rules and routines that pupils understand and follow. As a result, the school is calm and most pupils show positive attitudes to learning. Staff know the needs of pupils well and ensure that those with additional barriers, such as special educational needs and/or disabilities, receive effective support.

p.2

Attendance and behaviour Expected standard

Leaders have created an environment in which pupils feel safe and bullying is rare.

p.2

Curriculum and teaching Expected standard

Leaders ensure that pupils learn a broad range of subjects. They have developed a curriculum that is generally well planned. This means that pupils build knowledge securely over time.

p.2

Curriculum and teaching Expected standard

Leaders prioritise teaching of the core skills of reading, writing and mathematics. They ensure that well-trained staff teach phonics accurately from the moment children start in Reception.

p.3

Curriculum and teaching Expected standard

Teachers typically deliver the curriculum well. Leaders make sure that staff have the subject knowledge they need to do this. Staff explain learning carefully to pupils and show them the steps they need to take.

p.3

Curriculum and teaching Expected standard

Teachers mostly use suitable resources to help pupils develop their understanding of new learning. For example, in mathematics, pupils use physical resources, such as number lines and counters, to help them. Staff also make other helpful adaptations to learning tasks and adjustments to the environment.

p.3

Curriculum and teaching Expected standard

Staff generally check pupils’ understanding well. This means that they can identify pupils’ ongoing needs and provide the support pupils need. However, sometimes, teachers’ decisions about how they deliver the curriculum do not always lead to all pupils developing a detailed knowledge and understanding of what has been taught. This includes pupils who face additional barriers to learning, including those with special educational needs and/or disabilities.

p.3

Inclusion Expected standard

Leaders have created a culture where all pupils are valued and where staff understand their individual needs. They identify pupils requiring additional help early on. Teachers generally make sure that adaptations to teaching, the curriculum or the environment are in place for those pupils who require additional help. These adjustments help pupils with additional barriers to learning, including those with special educational needs and/or disabilities, to make suitable progress from their starting points.

p.3

Inclusion Expected standard

Leaders’ systems provide them with oversight of all pupils who have additional barriers to learning. Their effective work with external agencies and professionals, including social care, helps to make sure that pupils receive the support they need quickly. Leaders are proactive in seeking expertise from other professionals so that they can put the right support in place. For example, leaders work productively with the primary mental health service and speech and language professionals.

p.3

Inclusion Expected standard

Pupil premium funding is carefully targeted towards reducing pupils’ barriers to learning. Leaders take well-considered actions to help pupils feel a sense of belonging. Pastoral and wellbeing support is effective across the school.

p.3

Leadership and governance Expected standard

Leaders are ambitious about their school. They are passionate about serving the community they work in. They know pupils and families well and value pupils as individuals.

p.3

Leadership and governance Expected standard

Leaders understand the school. They are reflective and know the school’s strengths and areas to prioritise for further development. In some instances, leaders’ actions are already impacting positively. For example, pupils’ attendance has improved in recent years. The trust supports leaders to take effective action.

p.3

Leadership and governance Expected standard

Those responsible for governance understand and fulfil their roles effectively. They provide helpful support and constructive challenge to leaders. Governors assure themselves about the school’s performance through considering a range of information, such as headteacher’s reports and through visits to the school.

p.4

Leadership and governance Expected standard

Staff enjoy working in the school. They value leaders’ efforts to look after their wellbeing and appreciate leaders’ actions to manage their workload. Leaders prioritise the professional learning of staff and ensure that training is well matched to the school’s priorities.

p.4

Leadership and governance Expected standard

Leaders engage positively with parents, the wider community and other professionals. Parents are very positive about the school and the efforts that staff go to in order to support their children.

p.4