School etc

Barcroft Primary School

Barcroft Primary School
West Midlands

phone: 01902 368132

headed by: Mrs Harjinder Bal

school holidays: via Walsall council

443 pupils aged 2—10y mixed gender
413 pupils capacity: 107% full

225 boys 51%


215 girls 49%

≤ 253y234a114b64c125y296y267y268y259y3010y23

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2005
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 397069, Northing: 298983
GPS coordinates
Latitude: 52.589, Longitude: -2.0447
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 7, 2011
Region › Const. › Ward
West Midlands › Walsall North › Willenhall South
Urban > 10k - less sparse
Free school meals %

rooms to rent in Willenhall

Schools nearby

  1. Elm Street Infant School WV131NB
  2. 0.1 miles Albion Road Junior School WV131NF
  3. 0.4 miles St Giles Church of England Primary School WV132ER (360 pupils)
  4. 0.4 miles Shepwell Centre A Short Stay School (PRU-Medical) WV132QJ
  5. 0.5 miles Clothier Street Primary School WV131BN
  6. 0.5 miles Little London Junior Mixed and Infant School WV132PG
  7. 0.7 miles Bentley West Primary School Additionally Resourced for Hearing Impaired WS20EQ (483 pupils)
  8. 0.7 miles Short Heath Junior School WV124DS (227 pupils)
  9. 0.7 miles County Bridge Primary School WS20DH (216 pupils)
  10. 0.8 miles Rosedale Church of England C Infant School WV124EG (179 pupils)
  11. 0.8 miles Fibbersley Park Primary School WV133BB (471 pupils)
  12. 0.9 miles Lane Head Nursery School WV124JQ (117 pupils)
  13. 1 mile Lodge Farm Junior Mixed and Infant School WV124BU (327 pupils)
  14. 1 mile Willenhall School Sports College WV124BD
  15. 1 mile Pool Hayes Arts and Community School WV124QZ (1130 pupils)
  16. 1 mile Lodge Farm Infant School WV124BU
  17. 1 mile Lodge Farm Junior School WV124BU
  18. 1 mile Willenhall E-ACT Academy WV124BD (1470 pupils)
  19. 1.1 mile King Charles Primary School WS20JN (308 pupils)
  20. 1.1 mile Rough Hay Primary School WS108NQ
  21. 1.1 mile Pool Hayes Primary School WV124RX (237 pupils)
  22. 1.1 mile Lakeside Primary School WV133AN
  23. 1.1 mile St Joseph's Catholic Primary School, Darlaston WS108HN (239 pupils)
  24. 1.1 mile St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)

List of schools in Willenhall

Age group 3–11
Inspection date(s) 7–8 December 2011
Inspection number 381802

Barcroft Primary School

Inspection report

Unique Reference Number 135081
Local Authority Walsall
Inspect ion number 381802
Inspect ion dates 7–8 December 2011
Report ing inspector Marian Harker HMI

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 385
Appropriate authority The governing body
Chair Peter Hancox
Headteacher Harjinder Bal
Date of previous school inspection 27 June 2007
School address Barcroft
West Midlands
WV13 1NA
Telephone number 01902 368132
Fax number 01902 364499
Email address reveal email: post…


This inspection was carried out by one of Her Majesty’s Inspectors and two additional
inspectors. They observed 14 lessons involving 12 teachers and 2 higher level
teaching assistants, and held meetings with parents and carers, groups of pupils,

staff and representatives from the governing body. Inspectors observed the school’s

work, and looked at documentation relating to self-evaluation, the monitoring and
evaluation of teaching, the school improvement plan and the safeguarding of pupils.

They looked at pupils’ work and analysed responses to 113 questionnaires from

parents and carers, in addition to those completed by pupils.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Inspectors evaluated the achievement of groups of pupils, particularly in
    writing, those who are higher ability and those identified with special
    educational needs and/or disabilities.
  • They looked at the effectiveness of the school in improving the provision for
    care, guidance and support for all its pupils and particularly those who may be
  • The team assessed the effectiveness of monitoring and evaluation and school
    improvement planning in securing further improvement.

Information about the school

Barcroft is much larger than the average-sized primary school. The proportion of
pupils known to be eligible for free school meals is very high. The large majority of
pupils are from White British families with the remainder from Asian, mixed
backgrounds and Black British families. The proportion of pupils identified as having
special educational needs and/or disabilities is much higher than average. Those
identified have moderate learning difficulties, speech, language and communication
needs, a physical disability or are on the autistic spectrum. The school is situated in
an area of high deprivation. Provision for children in the Early Years Foundation
Stage is made in the Nursery and Reception classes. The school has achieved a
number of awards, including Investor in People, International School, Eco-Schools
silver and Healthy Schools status. The governing body manages a breakfast and
after-school club and wrap-around care for Nursery children. The school moved into
a new building in September 2011.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

Barcroft is a good school, which has consolidated and improved its performance
since the previous inspection. Parents and carers are very positive about the school
and say such things as, ‘The staff could not do any more to make school such an

enjoyable experience for my child.’ All parents and carers who responded to the

questionnaire agreed that the school kept their children safe. The quality of care,
guidance and support provided for pupils and their families is a strength. The school
works closely with parents and carers and makes good use of external agencies to
ensure that pupils with specific difficulties receive good quality support. Attendance is
average, as a small proportion of parents and carers, despite the best efforts of the
school to discourage them, choose to take holidays in term time.
Pupils make good progress throughout the school as a result of the good teaching
they receive. Since the school was last inspected, pupils’ attainment at the end of
Key Stages 1 and 2 has risen significantly. Results in writing have also recently
improved but remain below those of reading and mathematics. When pupils leave
the school at the end of Year 6, they attain levels that are broadly in line with the
national averages. The school’s results are improving. Pupils identified with special
educational needs and/or disabilities progress as well as their peers because of the
good levels of attention paid to tailoring the curriculum to their needs. Teachers
involve the pupils in interesting activities that encourage them to develop their
curiosity about the world. Opportunities to challenge the more-able pupils in lessons

are sometimes missed. Pupils’ work is regularly marked with positive comments. In

the best examples, pupils are given clear guidance on how well they are progressing
towards their termly targets but this is not t consistent across the school.
The headteacher provides good leadership and is ably supported by a dedicated
senior team. Self-evaluation is accurate and procedures for monitoring and

evaluating the school’s work are secure. However, improvement planning does not

identify specific and measurable milestones that will enable senior leaders and
governors to check progress easily. Governors are committed to improving the school
and are supportive. They have a satisfactory understanding of the school’s strengths
and weaknesses and they are beginning to shape the direction of the school. The
school has tackled the areas for improvement identified in the last inspection well
and has been particularly successful in improving reading at Key Stage 1 and the
outdoor provision for the Early Years Foundation Stage. These successes, alongside
accurate self-evaluation and rising attainment, indicate that the school has good
capacity to continue to improve into the future.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Raise attainment and accelerate progress in writing by:
    providing pupils with feedback so they know how well they are
    progressing towards their targets
    ensuring that higher-ability pupils are sufficiently challenged, so they can
    achieve as well as they can
    moving pupils on to tasks sooner in lessons so that they have more time
    to complete their work and consolidate learning
    ensuring that any errors in basic skills, such as letter formation and
    spelling, are quickly picked up in marking.
  • Ensure that school improvement planning identifies appropriate measurable
    milestones, regular monitoring opportunities and clear lines of accountability to
    support senior staff and governors in their monitoring and evaluation.
    The overwhelming majority of pupils report that they enjoy coming to school. Pupils
    get on very well together and take pride in telling visitors about their new school
    building. Pupils have many opportunities to contribute to the school community such
    as serving on the school council, eco-committee or making short programmes for the
    school radio station. They have a good understanding of how to keep themselves
    healthy but this is not always reflected in their choice of break time snacks. Pupils
    have a strong sense of tolerance and respect for each other’s needs. Assemblies and
    special events, such as the annual carol service, provide opportunities for
    participation and self-reflection.
    Children enter the Nursery class with skills below those expected for this age,
    particularly in their emotional development and speaking and listening skills. They
    make good progress as they move through the Early Years Foundation Stage as a
    result of good teaching. Rates of progress across Key Stages 1 and 2 have improved
    since the previous inspection. For example, pupils in Year 6 who took the national
    tests in English and mathematics in 2011 made better than expected progress from
    their starting points. However, rates of progress in writing are generally slower than
    in reading or mathematics. There are no significant differences in the performance of
    boys and girls. The small minority of pupils not from White British families make
    similar progress to their peers.
    Pupils apply themselves well in lessons, working happily together. In the large
    majority of lessons observed, pupils made good progress in their work due to good
    teaching. As a result, they achieve well. In Year 6, pupils were thoroughly engaged
    in learning about fractions and percentages in a briskly paced lesson. Relationships
    between pupils and adults are positive. Behaviour both in classrooms and around the
    school is good. Occasionally, pupils’ concentration dips in lessons when teachers talk
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    for too long. In some lessons observed, learning was slower when pupils did not
    have sufficient time to complete tasks or those of higher ability were not suitably
    challenged. Pupils’ good relationships with others, together with rising academic
    standards, help them to be well prepared for their future.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 2
Pupils’ behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teachers use a good range of strategies to engage and motivate pupils, such as
practical activities and real-life scenarios. In the best lessons observed, pupils were
encouraged to work together and activities were closely matched to different
abilities. Teachers routinely share the learning intentions of the lesson and as a

result, pupils are clear about what they are going to learn. On occasion, teachers’

expectations of what higher-ability pupils can achieve in a lesson, particularly in
writing, are too low. Support staff are caring and attentive and they make a positive

contribution to pupils’ learning. Teachers use a good range of assessment strategies,
such as questioning and partner work. Pupils’ work is regularly marked with positive

comments and an indication if they have met the learning intention for the lesson.
However, pupils are not routinely provided with information about how well they are
progressing towards their termly targets. At times, errors in basic skills such as letter
formation or spellings are not picked up in teachers’ marking and this contributes to
the relative weaknesses in writing.
The curriculum is carefully designed to meet the needs and aspirations of Barcroft
pupils. Lessons in the classroom are enhanced by well-chosen visits and residential


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

trips. For example, Year 5 pupils recently visited Llangollen to study industrial history
and the development of trade. Extra-curricular activities are popular, especially film
club and cookery club. Pupils report that they particularly enjoy participating in the
school pantomime, performed by staff and pupils for parents and carers each year.

Pupils receive good quality support, care and guidance. One parent typically

commented, ‘Both of my children love school and they are very well looked after.’

Staff know all the pupils as individuals and this is endorsed by the positive response
in the very large majority of questionnaires completed by parents and carers and in
the responses from pupils. Case studies provided by the school show successful
outcomes for potentially vulnerable pupils as a result of timely and effective
intervention and liaison with outside agencies. Pupils who attend the before- and
after-school provision and the wrap-around care are well looked after.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher leads by example in setting out and sharing her vision. There is a
strong sense of shared ownership in moving the school forward and improving
outcomes for pupils. The school improvement plan accurately identifies areas for
improvement, but these are not consistently linked to clear measurable outcomes or
specific lines of accountability so that senior leaders and governors can track
progress over time. Subject leaders and senior leaders undertake a range of
monitoring and evaluation activities. These activities have been successful in bringing

about improvements in teaching, assessment and pupils’ achievement, but they are

not always included in the school improvement plan.
The governing body is well organised and supportive. Governors visit the school
regularly and use their expertise to benefit the pupils and fulfil their statutory duties.
The governing body consults parents and carers regularly, particularly during the

school’s move to a new site. Good child protection procedures are at the centre of
the school’s safeguarding procedures. Four staff have received the designated child

protection training at the higher level. The school has paid diligent attention to
health and safety issues on the new school site. Community cohesion is promoted
satisfactorily. The school understands the needs of the local community well and
provides regular opportunities for pupils to meet people from different backgrounds.
Links with other communities within the United Kingdom and globally are at an early
stage of development. Staff promote equality of opportunity well and a close eye is

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

kept on the progress of different groups of pupils. Barcroft is a cohesive school
community where any incidents of bullying or racism are rare.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Induction procedures, including home visits, are good and children settle quickly into
school life. From starting points that are lower than expected for this age, children
make good progress, particularly in early reading skills. This is due to good teaching
and the introduction of a structured programme to teach phonics, the sounds that
letters make. A calm, nurturing environment is evident in the Early Years Foundation
Stage and well-known routines underpin the positive relationships. Behaviour is good
and children feel safe and secure, showing trust in those around them. As a result,
they make good progress in their learning and in their personal development. The
new outdoor area is spacious and provides a good range of interesting activities to
stimulate play and exploration. During the inspection, a group of children enjoyed
practising their letter formation on the playground floor using soapy water. Learning-
journey logs are well kept and provide helpful information and photographic evidence
for parents and carers. Leaders and managers have created a warm, homely learning
environment. The Early Years Foundation Stage leader provides strong leadership
and ensures that there is close teamwork between all adults and a good focus on
keeping children safe and secure.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation


Views of parents and carers

The response rate from parents and carers to the Ofsted questionnaire was broadly
average for primary schools. Parents and carers express very positive views about
the school. They report that staff are approachable, dedicated and caring. Parents
and carers expressed above average levels of satisfaction in all areas. They were
particularly positive about how the school kept their children safe, the progress that
they were making in their learning and their overall satisfaction with the school. Very
few parents and carers expressed concerns. A few individual comments were made
regarding homework, behaviour, information about progress and meeting individual
needs. The inspection team investigated these concerns and found that behaviour in
lessons and around the school was good and a suitable amount of homework was
provided for pupils. The team also found that parents and carers were provided with
regular information regarding how well their children were progressing and pupils
made good progress in their learning as their individual needs were addressed.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Barcroft Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agree d with 13
statements about the school.
The inspection team received 113 completed questionnaires by the end of the on-site inspection. In
total, there are 385 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 79 70 33 29 1 1 0 0
The school keeps my child
79 70 34 30 0 0 0 0
The school informs me about
my child’s progress
72 64 37 33 3 3 1 1
My child is making enough
progress at this school
72 64 39 35 2 2 0 0
The teaching is good at this
76 67 35 31 2 2 0 0
The school helps me to
support my child’s learning
62 55 48 42 3 3 0 0
The school helps my child to
have a healthy lifestyle
59 52 51 45 3 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
65 58 39 35 4 4 0 0
The school meets my child’s
particular needs
67 59 44 39 2 2 0 0
The school deals effectively
with unacceptable behaviour
62 55 45 40 2 2 0 0
The school takes account of
my suggestions and
59 52 46 41 3 3 2 2
The school is led and
managed effectively
62 55 41 36 7 6 0 0
Overall, I am happy with my
child’s experience at this
73 65 37 33 3 3 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

9 December 2011
Dear Pupils

Inspection of Barcroft Primary School, Willenhall, WV13 1NF

I am writing to thank you for the help you gave us when we visited your school. We
enjoyed talking with those of you we met and visiting your lessons. We particularly
enjoyed your lovely carol service at St Giles Church. You told us that you were happy
and we see that this is the case in the helpful way you treat each other. We found
that Barcroft Primary is a good school. Your teachers make lessons interesting and
you try hard. You get on well together and know a lot about how to stay safe,
particularly in your beautiful new school building.
We have asked your headteacher, staff and governors to do a number of things to
improve your school. Although your lessons are good, your teachers could make
them even better. They need to make sure that you have plenty of opportunities to
improve your writing and that you have enough time in lessons to finish all of your
work. We have also asked that those of you who are more able are provided with
more challenging work and that you are all given regular information about how well
you are progressing towards your end-of-term targets. We have asked that plans the
school has to improve further are written in a way that is helpful to all the staff and
the governing body so they can check how well the school is doing.
You can help the school by making sure you attend as often as possible, continuing
to work hard and remembering to bring healthy snacks to eat at break time.
Yours sincerely
Marian Harker
Her Majesty’s Inspector


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