Barton St Peter's CofE Primary School

Barton St Peter's CofE Primary School

Address: Marsh Lane, Barton-upon-Humber, Lincolnshire, DN18 5HB Unique reference number (URN): 118006

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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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Personal development and wellbeing Strong standard

The dedication of leaders and staff shines through in the school's personal development and wellbeing offer. Leaders and wider leaders, such as those from the diocese, ensure that pupils are filled with love and generosity for others. Staff deeply understand their pupils. They show commitment to them and their families. This can be seen from the morning breakfast club to the end of the school day and beyond in the community. Leaders ensure that the personal development curriculum is well planned and that staff teach this effectively, including relationships and sex education. They adapt the curriculum so that pupils with special educational needs and/or disabilities engage with lessons. The school’s aspiration of ‘Let your light shine’ underpins everything within the school. Leaders provide many opportunities for pupils to learn about their own faiths and the faiths of others. They adapt the curriculum to reflect local and national issues. Pupils understand how to keep

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Personal development and wellbeing Strong standard

themselves safe online. They also experience a range of trips and visits. This includes engaging with a wealth of visitors to bring the world to the school.

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Personal development and wellbeing Strong standard

Older pupils speak confidently about British values, including democracy. They relate this to voting for their own school councillors. They confidently explain why a ballot must be secret. Pupils maturely discuss diversity and celebrate it. Older pupils support younger pupils within the school’s ‘buddy’ system. Leaders choose clubs carefully. Clubs are led both by the school and outside agencies. They provide pupils with opportunities to learn new skills and develop their talents. Leaders consider any barriers to these opportunities and ensure that there is access for all. There is a focus on emotions, empathy and spirituality throughout the curriculum. Leaders train staff to skilfully support pupils' mental health needs. There is a highly effective nurture system. Careers teaching lights up pupils' aspirations and curiosity for the world of work. The whole school community feels proud of the way they are raising

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Personal development and wellbeing Strong standard

and educating their children. Pupils are well prepared as responsible and well-rounded citizens of the future.

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Achievement Expected standard

Leaders and staff support pupils to make progress across the curriculum. Published national test outcomes are broadly in line with national averages. This includes outcomes for disadvantaged pupils. Leaders focus on ensuring that pupils secure important basic knowledge. For example, pupils know their number facts in mathematics. Over time, key stage 2 reading attainment has not always been as high as it could be. Leaders are improving the teaching of reading consistently across the school. Pupils benefit from the increased time and focus they are given to improve their reading comprehension. Progress from starting points can be seen in pupils' workbooks, including in the work of pupils with special educational needs and/or disabilities. However, there is still more to do. Pupils are successful in mathematics and across the range of other subjects. They take pride in upgrading their skills, for example in mathematical ‘challenge’ tasks. Leaders and staff

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Achievement Expected standard

ensure that pupils excel in subjects linked to personal development and wellbeing. Pupils are, in general, well prepared for the next stages of their academic education.

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Attendance and behaviour Expected standard

Pupil attendance is broadly in line with national attendance. This includes pupils from disadvantaged backgrounds. Leaders ensure that pupils enjoy school. Pupils like being part of the school community. Pupils are therefore eager to attend school. They come happily into school for an extremely warm welcome. Leaders track attendance carefully so that they can offer support in a timely way. Leaders are aware that some pupils with special educational needs and/or disabilities do not attend as often as their peers nationally. Leaders improve attendance by actively engaging with families.

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Attendance and behaviour Expected standard

Leaders and staff create a calm learning atmosphere. They educate pupils to have caring relationships. They apply rules in line with the school policy. As a result, pupil behaviour is often good and sometimes it is exemplary. This includes behaviour in class and at social times. Pupils say there is very little bullying and few other serious incidents such as discrimination. Pupils are confident that adults would help them if they were bullied or upset by someone else. There is a community approach to behaviour. For example, pupils help their peers to behave well. Leaders track behaviour incidents. They make sure that any incidents are followed up and are usually not repeated. Leaders give extra support to some pupils with additional needs to help them behave well. Suspensions and exclusions are rare.

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Curriculum and teaching Expected standard

Leaders design a broad and balanced curriculum. They review and update this to meet the needs of their pupils. They carefully plan the order of teaching of each subject from the early years upwards. Staff prepare pupils well for the next steps in their learning with key vocabulary and knowledge. Leaders and staff ensure that teaching and marking are effective. There are set routines to many lessons so that pupils can focus fully on their learning.

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Curriculum and teaching Expected standard

Leaders provide suitable training for staff, which means that staff are knowledgeable and teach the curriculum well. As a result, increasing numbers of pupils make good progress from their starting points. Leaders check progress, for example using tests and quizzes. Pupils enthusiastically take part in subjects such as French and science. They enjoy practising their French accents. In mathematics, key stage 2 pupils routinely practise their multiplication tables. Staff support pupils with barriers to their learning so that they can access the curriculum. Leaders ensure that reading is generally consistently taught using phonics. They continue teaching basic reading skills in key stage 2 when pupils need this. Improvements to the reading and writing curriculum and how it is taught are seen in pupils' class work. Leaders are ambitious to ensure that all pupils consistently secure the basic skills. However, pupils learning to write are not always given the time that they need to

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Curriculum and teaching Expected standard

develop their letter formation. This delays their accuracy in handwriting.

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Early years Expected standard

Leaders prioritise the early years. There have been changes to early years staff over the past year. Leaders ensure that previous good practice continues. This includes building relationships early by meeting families at home before children start the Reception Year. Leaders and staff establish clear rules and routines so that children behave and settle quickly into their learning. Leaders and staff diligently follow statutory guidance and welfare requirements so that children are safe. By the end of the Reception Year, children achieve well compared to their peers nationally.

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Early years Expected standard

Leaders are ambitious for all children to be thoroughly prepared for their future learning. There are, however, variations in the teaching and marking of letter formation. Children with special educational needs and/or disabilities are generally well supported with additional adult help or extra resources so that they can succeed. The curriculum builds up knowledge gradually to help children make progress. Staff skilfully model vocabulary and speaking skills to children. There are highly positive interactions between staff and children. Staff create exciting activities, such as setting up and running a café or constructing a ball chute. Children enjoy and engage enthusiastically with these activities while learning from them.

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Inclusion Expected standard

Leaders understand the needs of pupils with special educational needs and/or disabilities (SEND) or other barriers to their learning. They identify pupils with SEND early. This is sometimes before pupils join the school. Pupils with additional needs are well supported and cared for. Leaders and staff write effective individual plans for pupils and ensure that these are followed. Pupils with barriers to their learning are fully included in school life. This is because leaders and staff have thought hard about the support they need to learn and make friends. This support includes skilled nurture and extra resources such as ear defenders.

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Inclusion Expected standard

Leaders and staff work well with families and with professionals, including educational psychologists. As a result of this professional advice, they often give pupils the best support possible. Leaders ensure that staff receive training to meet the different needs of their pupils. Leaders use alternative provision for individual pupils when it is needed. They also ensure that the pupil premium strategy is effective. This means that pupils from disadvantaged backgrounds receive skilful support to achieve well and attend regularly.

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Leadership and governance Expected standard

Leaders are knowledgeable and committed to their school. They work hard to identify the right areas for improvement. This typically leads to appropriate and timely action. Leaders have very high aspirations for pupils. They provide staff with good-quality training. Leaders consider staff workload, such as supporting staff to plan and share lessons. Staff say that workload is manageable, and they value the support that they receive from leaders. Leaders from the diocese guide and support the school's values, for example with visits and 'bishop's letters' to the school.

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Leadership and governance Expected standard

Governors understand the school and the journey it is on. They visit the school and attend community events. They provide support and challenge to leaders and fulfil their statutory duties. Leaders and staff are full of care and pride for the school and its pupils. They act in pupils' best interests. Leaders are aware of pupils and families who may need extra help. They build meaningful and supportive links with the local community, including a range of external professionals, so that help is secured for families. Leaders work with educational support organisations, which enable them to improve aspects of the school’s offer. Equally, leaders model and share their own expertise and good practice with other schools.

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

The pupils of Barton St Peter’s enjoy attending school. They thrive in its warm and supportive atmosphere. They benefit from the school’s Christian ethos and the aspiration for each pupil to ‘Let your light shine’. Behaviour is good across the school. For example, pupils, including those in the early years, are respectful towards each other. They say that bullying hardly ever happens and that trusted adults will help them if they need it. Pupils join in with their lessons and try their best. They study a wide range of subjects with enthusiasm and interest. They make progress in their learning and show pride in their achievements. This is a result of staff teaching lessons effectively so that all pupils achieve well, including those with special educational needs and/or disabilities. However, sometimes, teachers do not consistently identify pupils’ errors in reading or handwriting, which means that mistakes

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

All pupils benefit from the school’s inclusive approaches and support. They take part fully in the life of the school, and they feel a sense of belonging. Pupils have equal chances to develop their talents and interests. There is a plethora of extra experiences on offer. These include participating in the mini-police, gaming workshops, science experience days, black history month, careers week and mindfulness club. Pupils’ mental health and wellbeing are looked after by skilled and caring staff. This means that they can concentrate on their learning. They feel safe within their school community. Leaders and staff welcome pupils and their families to a range of events. For example, leaders organise air fryer workshops, where families can learn healthy, affordable cooking skills. The whole community, including pupils, benefits from the school’s care and support.

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Next steps

Leaders should ensure that the improvement made to the teaching of reading is developed and sustained so that this is of a consistently high quality and raises attainment even further. Leaders should ensure that all staff identify and correct pupils' handwriting errors, giving them time to practise their corrections, particularly those with special educational needs and/or disabilities and those in the early years.

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Team inspectors:

Elaine Watson, Ofsted Inspector Sam O'Brien, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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About this inspection

The chair of the board of governors in this school is Zoe Parsons.

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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

This inspection took place on 15 and 16 September 2026.

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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 chair and members of the governing board, the current and former local authority advisers, the headteacher and senior leaders during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Lincoln. Its last section 48 inspection was in May 2023.

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection, as the chair of the board of governors has changed.

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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 6 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 needs support 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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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

2024/25 (final) 61% 62% 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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average

2024/25 (final) 78% 75% Close to average

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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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average

2024/25 (final) 68% 72% Close to average

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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) 77% 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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average

2024/25 (final) 55% 47% Close to average

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average

2022/23 (final) 47% 44% Close to average

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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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average

2024/25 (final) 73% 63% Close to average

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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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average

2024/25 (final) 64% 59% Close to average

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average

2022/23 (final) 60% 58% Close to average

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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

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 53% 59% Close to average

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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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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) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% 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

2022/23 (3 term) 14.9% 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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