Barwic Parade Community Primary School, Selby

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to Barwic Parade. The school takes great care to make sure that every pupil is ready for learning. As a result, pupils feel happy and safe.

They rise to the school's high expectations for behaviour and learning.

The curriculum meets the needs of all pupils. Pupils enjoy learning about people and places beyond Selby.

They thrive in the purposeful learning environments and in the beautiful outdoor area. Typically, pupils achieve well across the curriculum.

Staff model the expected behaviour for pupils, showing high levels of respect and kindness.

Pupils respond well to the clear routines and expectations that are set for the...m. They know and follow the school's three simple rules. Occasionally, bullying and inappropriate name calling happen.

The school takes effective action to deal with any incidents. Pupils are confident that staff will sort things out.

There is a wide range of after-school activities for pupils to enjoy.

These include sports, computing, craft, cookery, choir and story time. The school goes above and beyond to support pupils' physical and emotional well-being. Many parents say how much they value the help and kindness they receive from the school.

What does the school do well and what does it need to do better?

The curriculum is broad and ambitious. The school has identified what pupils should learn and in what order. Teachers have secure subject knowledge and present information clearly.

They check pupils' learning and provide appropriate support to help everyone keep up in lessons. In most subjects, pupils can remember and make connections with prior learning. This is because teachers use strategies such as mini quizzes to help pupils remember more.

In a minority of subjects, these activities are not closely aligned to the curriculum. In these subjects, pupils are less able to recall prior learning.

The majority of pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well.

They are well prepared for the next stage of their education. The needs of pupils with SEND are swiftly identified. Pupils with SEND are fully included in learning, following the same curriculum as their peers.

Teachers adapt resources and the curriculum to ensure that these pupils are successful.

The school has prioritised learning to read and reading for pleasure. 'Phonics parties' and 'reading cafes' help parents to read with their children.

Pupils enjoy listening to the books that teachers read to them every day. Staff deliver the new phonics scheme to a high standard. Children in Reception Year have quickly learned the routines of the scheme.

They use the letter sounds they know to read and write simple sentences. Reading books match the sounds that pupils know. This helps them to enjoy reading with developing fluency and confidence.

Pupils who need it receive effective help to catch up with reading.

The school is determined to provide the best start for children. From the provision for two-year-olds through to Reception Year, children enjoy a carefully structured curriculum and environment.

The development of communication and language is a high priority. Staff know how to develop children's language through play. They help children to explore, investigate and develop their interests.

Children in Reception Year carry out tasks with great enthusiasm. They are well prepared for learning in Year 1.

The school's work to enhance pupils' spiritual, moral, social and cultural education is of a high standard.

Pupils take part in activities that help them gain confidence and resilience. The school provides opportunities for pupils to develop their talents and interests. Pupils are looking forward to 'Barwic's Got Talent' and enjoy taking part in auditions.

Pupils learn about a different country every half term in 'Globetrotters'. They are interested to learn about the different cultures of children who are new to the school.

Community involvement is a high priority for the school.

The 'community champions' liaise with local businesses to source food and resources for their projects. These include their plans to provide afternoon tea for people from the local community. Pupils choose a different charity to support each year.

They learn about the work of each good cause they support.

Leaders and governors have high expectations for all pupils and staff. They are determined to raise aspirations and improve the life chances of all groups of pupils.

There is a clear focus on continual improvement. Staff are committed to professional development. This has had an impact on the quality of teaching and learning across the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In most subjects, pupils can remember and make connections with prior learning. This is because teachers use strategies such as mini quizzes to help pupils remember more.

In a minority of subjects, these activities are not closely aligned to the curriculum. As a result, pupils are less able to recall prior learning. The school should ensure that activities to help pupils remember learning are focused more precisely on what the school wants pupils to know and remember in all curriculum subjects.