Other · Ofsted report

Barrow CofE Primary School

Inspected — · URN 111270

Original PDF ↗

Summary

No overall grade in this framework

Jen Sloan (lead), Cath Cooke

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectors verified
Cath Cooke, Jen Sloan
Postcode verified
CH3 7HW
Name on report verified
Barrow CofE Primary School Monitoring inspection: 7 July 2026
URN verified
111270

Page 1 of 17

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

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

+43Positivemore positive than 46% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivevery wellimprovedhighly effectivehigh-qualitysuccessfullyambitious

Criticismconcernsgapsweaknessesnot consistentlynot yetinconsistentlackharm

How the report reads, start to finish

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

FindingsSafeguardingAbout the inspectionWhat needs to improve positive critical

Findings1307w+79
Safeguarding353w−15
What needs to improve785w+27

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

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: 17
Words of findings: 2,439; longer than usual (typical 1049)
Reading level: Hard; Flesch 48, typical 45
Average sentence: 14 words
Next steps: 8; typical 5
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 36%Safeguarding 10%What needs to improve 22%About the inspection 32%

Full report text

Barrow CofE Primary School

Address: Barrow, School Lane, Great Barrow, Chester, Cheshire, CH3 7HW Unique reference number (URN): 111270

p.1

Monitoring inspection: 7 July 2026

Urgent improvement This school had a full inspection on 24 February 2026 . We graded an area as 'urgent improvement' from the full inspection. We carried out a monitoring inspection on 7 July 2026.

p.1

Monitoring inspection: 7 July 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Leadership and governance.

p.1

Monitoring inspection: 7 July 2026

To find out more read our monitoring inspection guidance.

p.1

Safeguarding standards not met

Over time, leaders, including governors, have not maintained an open and positive culture of safeguarding. This is beginning to change. Since the previous full inspection, leaders have reviewed safeguarding practices and made well-considered changes so that they are more effective. This has led to improvements in the school’s systems to keep pupils safe. Safeguarding records are increasingly accurate. Staff know pupils well and identify the signs of potential harm. Staff routinely pass on their concerns to the appropriate people. However, there remain important gaps in safeguarding records that make it difficult for leaders and others to check the actions that have been taken. Although the risk to pupils has been reduced because of leaders’ actions, there remains some risk to pupils because of these gaps.

p.2

Safeguarding standards not met

Over time, inconsistent practice meant that leaders did not take action when it was needed, for example by making referrals to other professionals. This is improving. Since the last full inspection, leaders have undertaken additional training to develop their knowledge of safeguarding. Leaders now follow up concerns swiftly. They regularly seek advice about their actions. Leaders and staff ensure that pupils have their voices heard. This helps to inform the actions that leaders take. However, this improved practice is heavily reliant on external advice and not yet an entrenched aspect of school practice.

p.2

Safeguarding standards not met

Since the last inspection, governors have participated in training to develop their knowledge of safeguarding. Governors understand their legal duties to keep pupils safe. Leaders and governors have taken effective action to improve the culture of safeguarding in the school. Governors have improved their oversight of safeguarding. However, this oversight is in the early stages of development and not yet fully enacted.

p.2

Safeguarding standards not met

Over time leaders, staff and governors did not ensure their safeguarding knowledge was detailed and up to date. Since the last full inspection, leaders and governors have accessed refreshed training. This training has begun to sharpen their understanding of how to keep pupils safe.

p.2

Safeguarding standards not met

Staff teach pupils how to keep safe, including online. Pupils know how to raise concerns. They know that there is pastoral support available if they are worried or anxious.

p.2

How we evaluate safeguarding

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

p.2

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.2

This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.3

Personal development and wellbeing Strong standard

The school's comprehensive personal development programme is underpinned by a carefully designed curriculum that is closely matched to pupils' needs and aspirations. Pupils benefit from a range of clubs, including choir, yoga and gymnastics, which develop their talents beyond the classroom. Where they have a specialist interest, pupils create their own clubs and projects. They raise awareness for causes that they are passionate about, such as endangered animals. Whole-school trips, including to museums and art galleries, deepen pupils' cultural understanding. The personal development programme enables pupils, especially those who are disadvantaged, to be very well prepared to take advantage of all that life in modern Britain offers.

p.3

Personal development and wellbeing Strong standard

Pupils reflect on important messages about fundamental British values, such as democracy and individual freedom. Pupils experience these values in the work they do across school, for example voting for class rewards and choosing pupils to represent them in leadership roles. Pupils benefit from holding positions such as 'wellbeing warriors', school councillors and safety officers. They drive changes in their school and community, and value the opportunity to have their voices heard. As a result, pupils develop a sense of responsibility and become increasingly confident. They build resilience in their outdoor learning sessions and they cooperate very well with each other through these shared experiences.

p.3

Personal development and wellbeing Strong standard

The relationships and sex education and health education curriculums are taught well, in an age-appropriate way. Pupils are respectful and reflective when discussing diversity, fairness and the differences between people. Scenario-based learning and lessons further strengthen pupils' understanding about staying safe, including when accessing the internet and building healthy relationships.

p.3

Personal development and wellbeing Strong standard

Staff have a deep understanding of their pupils' needs and provide pastoral support that is highly effective. Pupils develop a range of strategies for managing their feelings, which they use to resolve conflicts. As a result, they consistently behave with integrity, mirroring the school's values.

p.3

Achievement Expected standard

Pupils typically attain in line with their peers nationally in reading, writing and mathematics at the end of key stage two. Published results show that pupils' attainment in 2025 dipped below the national average. However, this does not represent how well pupils typically achieve across the school. They generally produce high-quality written work and successfully remember what they have learned before. This helps pupils to speak with confidence about their knowledge and understanding of a variety of different topics that they have studied. Overall, pupils are prepared well for the next stage in their education.

p.4

Achievement Expected standard

Pupils learn to read quickly and this is reflected in the majority of pupils meeting the expected standard in the phonics screening check in Year 1. Pupils have not achieved as well in recent times in the multiplication check in Year 4. However, pupils catch up quickly by the end of Year 6 and they are able to access more mathematical knowledge as they move through key stage two.

p.4

Attendance and behaviour Expected standard

Staff check pupils' attendance daily. They recognise when pupils may need support to attend school more regularly, including those who are disadvantaged or those who have special educational needs and/or disabilities (SEND). Adults work closely with families to reduce any barriers that could lead to pupils missing school. Supportive strategies, such as the breakfast club, help pupils to feel settled and eager to attend. This has successfully improved some pupils' attendance to school. Pupils, including those with SEND, typically attend in line with the national average.

p.4

Attendance and behaviour Expected standard

Pupils behave well and represent the school with pride. They are polite, kind and show respect to adults and to one another. Staff set high expectations for pupils' behaviour and conduct. Pupils consistently meet these expectations. They understand and follow clear routines and rules. Older pupils take pride in acting as role models to their younger peers as 'buddies', especially during social times. This contributes to a calm and welcoming environment across the school. In classrooms, pupils settle quickly into lessons and focus on learning without distraction. Bullying is rare. Staff deal with any unkind behaviour quickly and sensitively. They are mindful of when pupils' SEND might affect their behaviour. Pupils develop positive attitudes, engage fully with their learning and show self-discipline and consideration for others.

p.4

Curriculum and teaching Expected standard

With the help of external support, the school has established a well-organised and ambitious curriculum. Teachers are clear about what should be taught and when. The curriculum is tailored appropriately to the needs of pupils in mixed-aged classes. Leaders draw on specialist external advice to check the quality of the curriculum and how well it is taught.

p.4

Curriculum and teaching Expected standard

There is a sharp focus on pupils learning to read and write quickly. Staff teach phonics with accuracy and clarity. Pupils secure their knowledge of letter sounds quickly, which helps them to read and write with confidence. They learn basic number facts that support mathematical understanding. However, opportunities to develop these numeracy skills with fluency is not equally effective across year groups.

p.4

Curriculum and teaching Expected standard

Teachers have the knowledge they need to deliver the curriculum with confidence. They present new learning clearly. Teachers use their checks on what pupils know to adapt lessons so that pupils can understand and remember what they learn. Teachers make sure that pupils revisit important information. They provide extra practice for pupils who have gaps in their knowledge. Teachers also make helpful changes for pupils with special educational needs and/or disabilities so that they can experience the same success as their classmates.

p.5

Early years Expected standard

Children display high levels of confidence. They develop warm relationships with staff, who make them feel secure and valued. Children settle quickly and purposefully to their learning. They ask questions and explore their environment with curiosity. Through the well- considered activities available to them, children play and learn well alongside their friends. Well-established routines help children to eagerly join in with phonics lessons. They are attentive and keen to learn to read and write. Children swiftly develop the skills that they need to be ready for Year 1.

p.5

Early years Expected standard

The curriculum is well thought out. It takes account of children's interests and the skills they need to master. Staff provide thoughtful opportunities for pupils to build on their learning through play. They engage children in interesting conversations to extend their vocabulary and develop language skills. Staff regularly check on children's learning to spot and address any gaps in understanding.

p.5

Early years Expected standard

Children learn routines, build independence and enjoy putting their name on the 'proud cloud' when they are recognised for working hard. They learn strategies to support their emotions and confidently express their feelings in the class 'calm corner'. Staff work closely with parents and carers, especially for those children who face difficulties in their learning or wellbeing. This supports children to feel fully included.

p.5

Inclusion Expected standard

Leaders have established effective systems to quickly and accurately identify pupils' individual needs. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). This begins in the early years. Children in the Reception class receive effective support, which reduces any barriers to their learning. Leaders prioritise building relationships with families and external professionals to help staff understand how to support each pupil effectively. Families feel listened to and supported. This strengthens the partnership between home and school and helps pupils to develop their sense of belonging.

p.5

Inclusion Expected standard

Leaders ensure that staff receive training which develops their knowledge of how to support pupils. Staff have a secure understanding of pupils' needs. They use a range of strategies to support inclusion and create consistent classroom routines, which enables pupils with SEND to learn alongside their peers.

p.5

Urgent improvement

Leaders use additional funding to provide specific support for disadvantaged pupils. For example, providing additional music tuition so that disadvantaged pupils have access to the same wider opportunities that they might not otherwise have. Staff understand the strategies that have been designed to help disadvantaged pupils. They implement these approaches well.

p.6

Leadership and governance Updated Urgent improvement

Since the last full inspection, governors and leaders have taken steps to develop a more accurate understanding of the school's performance. Together, they have taken action to begin to improve safeguarding. These actions have relied on the support of external partners and the local authority. Currently, governors and leaders do not have the knowledge and skills necessary to sustain the improvements that have been made. Leadership in this school remains uncertain and fragile.

p.6

Leadership and governance Updated Urgent improvement

Since the last full inspection, governors have begun to strengthen their checks on the school's work. In areas such as safeguarding, governors assure themselves of the quality of leaders' work. However, governors’ checks beyond safeguarding lack rigour and are not undertaken consistently. This is because governors do not demonstrate the capacity to sustain the positive changes that have been made, or to provide appropriate challenge to support leaders to continue to improve the school.

p.6

Leadership and governance Updated Urgent improvement

Nevertheless, many aspects of the school are effective, despite these failings of oversight, especially pupils' personal development and wellbeing. In addition, the professional learning programme is well considered and valued by staff. Parents and carers are overwhelmingly positive about the school and value the support that their children receive. Leaders remain attentive to staff's wellbeing, ensuring that workload is manageable. As a result, staff feel motivated and proud to work at the school.

p.6

Monitoring inspection : 7 July 2026

At the last full inspection weaknesses in safeguarding procedures meant that pupils were not consistently kept safe at this school. Leaders have taken appropriate steps to improve this. When pupils turn to staff that they trust to share their worries, staff routinely pass on these concerns to leaders. Pupils and their families often benefit from the support that staff provide.

p.6

Monitoring inspection : 7 July 2026

Pupils are happy, attend regularly and describe a greater sense of security at school. However, the improvements that leaders have made to safeguarding pupils are not yet fully put into practice. There are gaps in leaders’ safeguarding records that continue to make it difficult for leaders and staff to check the suitability of the actions that they take.

p.6