Barlby Primary School

100478 Unique Reference Number Kensington and Chelsea Local Authority 285809 Inspection number 25 June 2007 Inspection date Keith Williams Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 315 School

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The governing body Appropriate authority Ms Rima Horton Chair Ms Karyn Ray Headteacher 24 February 2003 Date of previous school inspection Barlby Road School address Ladbroke Grove London W10 6BH

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020 8969 3988 Telephone number 020 8968 1805 Fax number

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3 °11 Age group 25 June 2007 Inspection date 285809 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by an Additional Inspector.

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Description of the school

This larger than average primary school serves an area containing significant deprivation, and the proportion of pupils eligible for free school meals is well above average. Pupils are drawn from a wide range of ethnic backgrounds. Over half of the pupils are at an early stage of learning to speak English. Almost a third are from refugee families or those seeking asylum. A larger than usual proportion of pupils join or leave the school at other than the usual point of entry. An above average proportion of pupils have been identified with learning difficulties or disabilities, although the percentage with a statement of special educational needs is similar to that in most schools. The school has the Gold Artsmark, Activemark, Healthy Schools and Sustainable Travel awards and the Basic Skills Agency Quality Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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Grade: 1

This is an outstanding school because the highly effective leadership team and staff successfully ensure that pupils make excellent progress in their academic and personal development. A very high priority is placed on providing first-rate care and support to enable pupils, whatever their ability, or social and ethnic background, to fulfil their potential. As a result, from well below average starting points, pupils achieve outstandingly well to reach above average standards by the end of Year 6. Central to the school's success are the high expectations that staff have of themselves, each other, and their pupils. This is appreciated by pupils, one of whom said, 'Teachers know what we are capable of and they push us to get even better.' Considerable efforts are made to raise pupils' self-esteem and aspirations, and pupils are keenly aware of the importance of 'getting a good education.' Children get off to a flying start in the Foundation Stage. They settle quickly

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Grade: 1

into the calm, supportive and very well organised setting. Many children have little or no English when they first start school. They, too, soon gain confidence and make rapid progress, although standards remain well below those expected by the end of Reception. One parent noted that her child 'enjoys going to Nursery so much he's sad every weekend and can't wait until Monday morning.' The excellent headteacher, in tandem with the very capable senior leadership team and governors, keeps a very close check on the school's performance. They have a very clear, if modest, view of the school's effectiveness. Teaching and learning are outstanding because every effort is made to review and improve practice and staff share the drive to provide only the best for pupils. Work in classrooms is monitored closely and pupils' progress is tracked rigorously, so that any at risk of underachieving are identified and given the support they need.

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Grade: 1

The outcomes of the careful scrutiny of test results are used very well to identify areas needing improvement, and these are tackled robustly. For example, recognising that standards in mathematics could be higher, the way that groups are organised and taught has been reviewed and improved. Consequently, considerably more pupils in Year 6 are on track to reach the higher Level 5 than in previous years, despite them having similar starting points. Similarly, staff have successfully raised standards in writing, which was a weakness highlighted in the last report, particularly by providing more challenging opportunities for gifted writers. Their track record of identifying and tackling weaknesses and raising standards means that school leaders have excellent capacity to continue to improve. Pupils rise to the challenge of meeting the high expectations that staff have of them. They enjoy school enormously, behave extremely well and are eager to learn. The excellent curriculum

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Grade: 1

and out-of school activities contribute to their enjoyment and personal development. Pupils have a very secure understanding of how to stay safe and healthy and are very well prepared for their future economic well-being. They play a full part in school life by taking on extra responsibilities and contributing to the influential school council. Pupils' excellent attitudes to school are not yet reflected in attendance levels, but the school has been working successfully to tackle this. As a result, the attendance rate has risen significantly in the past year and is now close to the national average. The highest incidence of absence is amongst younger pupils, who are mainly reliant on their parents bringing them to school. The school is rightly determined to deal with this. The vast majority of parents are very supportive of the school's efforts, one summing up the views of many in saying, 'Barlby is a great school that has been thriving due

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Grade: 1

to the great leadership being provided...a fantastic place to educate children.' 4 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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What the school should do to improve further

• Work with parents, particularly those of younger pupils, to increase the rate of attendance.

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Grade: 1

Pupils, including those with learning difficulties, achieve outstandingly well regardless of gender or background. Standards are above average by the end of Year 6 and are higher than at the time of the last inspection. Pupils' attainment when they start school is well below what is normally expected of three year-olds. They make an excellent start in the Foundation Stage, and just over a half reach the goals expected of them by the end of Reception. Standards in Year 2 are below average, but the school's detailed assessment data show that Key Stage 1 pupils achieve very well from their starting points. The results of the national assessments for seven year olds have risen since 2004, when they were exceptionally low. Pupils' progress accelerates in Key Stage 2. This is largely because the many pupils who are at an early stage of learning English become more confident in using the language. Year 6 test results have

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Grade: 1

steadily improved in recent years, and standards amongst the current Year 6 are above average. Pupils make particularly impressive progress in science because of the very high profile given to the subject and the emphasis on practical activities. This means that pupils across the school have a very clear understanding of how to devise, conduct and evaluate experiments. Standards have risen considerably in mathematics, because of improved provision and increased challenge for more able pupils. Those pupils who are potentially vulnerable, and those from the families of asylum seekers or refugees, achieve as well as their classmates.

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Grade: 1

Pupils' personal development, including their spiritual, moral, social and cultural development is outstanding. Pupils are very well prepared to be the citizens of the future. This has a significant impact on their attitudes to school and the progress they make because they thrive in its calm, supportive, yet challenging environment. Pupils reflect thoughtfully on remarkable people in their own lives and have a good understanding of the spiritual and moral impact of inspirational world leaders. They are intent on improving the lives of those across the world who are less fortunate than themselves, raising considerable funds, for example, for international charities. Closer to home, the school council is justifiably very proud of its efforts to secure improvements to the playground and toilets and act as a focal point for pupils' views and opinions. The school works hard, and successfully, to encourage pupils to take responsibility for their own actions

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Grade: 1

and pupils' behaviour is generally excellent. The few incidents of challenging behaviour are dealt with very effectively by staff. The school has made considerable efforts to raise attendance levels and has had significant success, raising the overall rate by three percentage points this year. The school is rightly focused on improving the attendance of younger pupils. Excellent progress in basic skills prepares them very well for their future economic well-being. 5 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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Grade: 1

Teaching and learning are outstanding and, as a result, pupils make excellent progress. Staff have very high expectations of pupils, who benefit from teaching that is very rarely less than good and is often excellent. Teachers plan interesting and exciting lessons that take very good account of pupils' differing needs and capabilities. Higher attaining pupils are challenged by increasingly demanding work and opportunities to extend their skills, for example, by writing for the 'Barlby Bugle.' Consequently, the proportion of pupils reaching the higher levels has increased, particularly in Year 6. Teaching and support staff, including those in the Foundation Stage, work very well together to ensure that those with learning difficulties, or who are unfamiliar with English, achieve well. Lessons, typically, run at a very brisk pace and teachers use questioning very well to check on pupils' understanding and tackle any misconceptions.

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Grade: 1

They mark pupils' work conscientiously and, particularly in English, give pupils a very clear idea of how well they are doing and what they can improve. Teachers have a very secure understanding of the subjects they teach and those with particular expertise have good opportunities to share their strengths with other staff.

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Grade: 1

The school provides an excellent curriculum that gives pupils a rich experience and plays a significant role in their outstanding achievement. A strong emphasis is placed on promoting pupils' personal development. Staff in the Foundation Stage have a very good understanding of how young children learn. They provide a good balance of opportunities chosen by the children and those led by adults. Across the school, subjects are linked together very well to enhance pupils' understanding and make learning enjoyable. For example, Year 4 pupils used their mathematical knowledge and understanding to record and interrogate tables of results in a science lesson. Staff review and improve the curriculum regularly and try out new ideas to raise standards and make it more challenging. Planning for literacy and numeracy is excellent. Provision for writing has improved since the last report and revised setting arrangements in

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Grade: 1

mathematics are contributing to the rising standards. The emphasis on practical activities in science underpins pupils' excellent achievement in this subject. A very good range of out-of- school clubs and enrichment activities add to pupils' enjoyment. These are very popular with pupils, even when torrential rain threatened to jeopardise the Year 6 school journey! Homework clubs are particularly appreciated by pupils.

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Grade: 1

The school takes exceptional care of its pupils and this is central to their excellent academic and personal development. Pupils start school faced with a range of personal and learning challenges, and every effort is made to enable them to overcome barriers to their learning. This starts before pupils join the school, through the very popular 'parent and toddler' groups, which help children to settle into school life, and through timely home visits to establish individual needs. Across the school, a very close check is kept on those pupils identified as potentially vulnerable. Links with outside services are excellent and complement the wide-ranging support offered by the school. This often includes the involvement of the learning mentor, whose 6 of 11 Inspection Report: Barlby Primary School, 25 June 2007 support is much appreciated by pupils. Support for those learning English as an additional language, and for pupils with learning difficulties, is equally well organised and effective. Careful

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Grade: 1

tracking of academic and personal development means that the needs of pupils of different backgrounds, including those from refugee families or asylum seekers, are very well met. Pupils receive very good academic guidance, which contributes to their clear understanding of how well they are doing and what they should focus on next. The school takes pupils' health, safety and welfare very seriously and has established very secure procedures for child protection and identifying the potential risk of activities such as school visits. Pupils report that they feel very safe in school and would have no hesitation in turning to an adult should they have concerns.

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Grade: 1

Outstanding leadership and management are at the heart of the school's success. The inspirational drive and determination of the headteacher are shared by staff at all levels. Together, they are firmly focused on valuing all pupils, regardless of ability, gender or background, and providing them with the best possible care and welfare, so that they can fulfil their potential. Their success can be measured in the excellent progress pupils make in their all-round development and the above average standards by the time pupils leave the school. The senior leaders form a highly effective team who monitor the school's work very closely. They are very well supported by subject coordinators, other middle managers and governors, who have improved their role in evaluating the school's effectiveness. This provides governors with the information they need to hold the leaders to account for the school's performance.

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Grade: 1

Aspects of teaching and learning needing improvement, such as the need to improve writing, an issue in the last inspection, are identified and tackled relentlessly. Improving attendance has been a more stubborn challenge, but a wide range of strategies to promote good attendance and follow up absences has successfully raised the level of attendance in the past year. The leaders recognise that there is still more to do. Resources are managed very well and are targeted to where they are most needed. 7 of 11 Inspection Report: Barlby Primary School, 25 June 2007 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 1 The quality and standards in the Foundation Stage 1 The effectiveness of the school's self-evaluation 1 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

1 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 3 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

1 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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Text from letter to pupils explaining the findings of the inspection

6 July 2007 Dear Pupils Inspection of Barlby Primary School,London,W10 6BH Thank you for the very warm welcome you gave me when I visited your school recently. I am writing to tell you what I found out. A special 'thank you' goes to those of you who spoke to me, or met with me to give me your opinions. You gave me lots of helpful information. Many of you, and your parents, told me how much you enjoy school and feel you are doing well. I agree. Your school is outstanding and there are lots of things that you can all be very proud of. Your headteacher and staff are excellent. They make lessons interesting and are always trying to improve how you learn. I saw for myself how hard you try and that you always do your best. Your behaviour is excellent and this means that your teachers can concentrate on teaching and you can concentrate on learning. Because of this, you are learning very well and I was pleased to see how much your writing and mathematics have improved. I especially

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Text from letter to pupils explaining the findings of the inspection

enjoyed visiting your science lessons. The staff take excellent care of you and, because of this you told me that you feel very safe in school. Although it rained, so I could not see you playing outside, lots of pupils told me how much they enjoy playtimes. Well done to the school council for helping to improve the equipment you have to play with. Although you enjoy school very much, some of you do not come to school as often as you should. I have asked your teachers to work with your parents to improve this, because it is really important that you attend every day, so that you can learn as well as you can. Once again, thank you for your help and I wish you good luck for the future. Yours sincerely, Keith WilliamsLead inspector 11 of 11 Inspection Report: Barlby Primary School, 25 June 2007

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