School etc

Barley Close Community Primary School

Barley Close Community Primary School
Barley Close

phone: 01454 867090

headteacher: Mr Joe Beament


school holidays: via South Gloucestershire council

350 pupils aged 2—11y mixed gender
300 pupils capacity: 117% full

200 boys 56%

≤ 2203y204a64c145y286y357y158y169y1810y15

150 girls 43%

≤ 2103y164a64b54c135y236y237y148y149y1110y16

Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 366161, Northing: 176730
GPS coordinates
Latitude: 51.488, Longitude: -2.4888
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 4, 2012
Region › Const. › Ward
South West › Kingswood › Rodway
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Bristol

Schools nearby

  1. 0.2 miles Vinney Green Secure Unit BS167AA
  2. 0.3 miles Stanbridge Primary School BS166AL (403 pupils)
  3. 0.3 miles Downend Comprehensive School BS166XA
  4. 0.3 miles Emersons Green Primary School BS167GA (265 pupils)
  5. 0.3 miles Downend School BS166XA (1126 pupils)
  6. 0.5 miles Mangotsfield Church of England Voluntary Controlled Primary School BS167EY (472 pupils)
  7. 0.5 miles St Augustines of Canterbury RC Primary School BS166QR (282 pupils)
  8. 0.6 miles Mangotsfield School BS169LH (1287 pupils)
  9. 0.8 miles Blackhorse Primary School BS166TR (405 pupils)
  10. 0.8 miles Christ Church, Church of England Infant School, Downend BS165TG (225 pupils)
  11. 0.9 miles Bromley Heath Junior School BS166NJ (241 pupils)
  12. 0.9 miles Bromley Heath Infant School BS166NJ (180 pupils)
  13. 0.9 miles The Tynings School BS164SG (295 pupils)
  14. 1 mile Staple Hill Primary School BS164NE (311 pupils)
  15. 1 mile Christ Church, Church of England Junior School, Downend BS165JJ (295 pupils)
  16. 1.1 mile Deer's Wood School BS154PQ
  17. 1.1 mile Kings' Forest Primary School BS154PQ (409 pupils)
  18. 1.2 mile Oldbury Court Junior School BS162QS
  19. 1.2 mile Oldbury Court Infant School BS162QS
  20. 1.2 mile Oldbury Court Primary School BS162QS
  21. 1.2 mile Frome Vale Academy BS162QS (213 pupils)
  22. 1.3 mile Gracefield School BS162RG (83 pupils)
  23. 1.3 mile Soundwell College BS164RL
  24. 1.4 mile St Stephen's Infant School BS151XD (270 pupils)

List of schools in Bristol

School report

Barley Close Community Primary


Barley Close, Bristol, BS16 9DL

Inspection dates 11–12 June 2015
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Good 2
Leadership and management Require improvement 3
Behaviour and safety of pupils Require improvement 3
Quality of teaching Requires improvement 3
Achievement of pupils Requires improvement 3
Early years provision Good 2

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

Leadership and management require
The governing body has not challenged school
Teachers do not always control behaviour in
improvement. Development planning has
improved but some priorities require fine tuning.
leaders effectively, although it has now been
strengthened and has greater knowledge of the
lessons well enough. The behaviour of a small
number of pupils requires further improvement
because they disturb the learning of others in
some lessons.
Teachers do not set work that challenges pupils
Teachers’ questioning does not encourage pupils’
Pupils’ achievement, especially in mathematics, has
Although steadily improving, the attainment of
consistently. The most-able pupils especially are set
learning activities which are too easy for them.
verbal and speaking skills sufficiently.
been too low. Progress and attainment have been
variable across year groups and for several years.
disadvantaged pupils is still below that of other
pupils in the school and nationally.
The senior leaders have taken effective action to
Pupils are making better progress, especially in
improve teaching and raise achievement, and are
leading an improving school.
reading, which is being enhanced by pupils’ better
understanding of phonics (letters and the sounds
they represent).
Pupils enjoy school, as shown by their good
Children make good progress in the early years
attendance, and most have good attitudes to
learning. Staff keep them safe and care for them
because of the good management and teaching in
the Nursery and Reception classes.

Information about this inspection

  • Inspectors observed pupils’ learning in 20 lessons or part lessons. Eight of these observations were carried
    out jointly with the acting headteacher or the two deputy headteachers.
  • Meetings were held with the executive headteacher, the acting headteacher, the deputy headteachers,
    other staff with leadership responsibilities and five governors. An inspector also spoke with an
    improvement adviser from the local authority and the headteacher designate for next September.
  • Inspectors discussed teaching and pupils’ progress with class teachers and teaching assistants. Pupils’
    books and records of their progress were examined.
  • Inspectors listened to pupils read and talked with them about their reading experiences.
  • Inspectors took account of the 67 responses to Parent View, Ofsted’s online questionnaire for parents. An
    inspector also spoke to parents informally.
  • The inspectors considered the 52 responses to the Ofsted staff questionnaire.
  • Inspectors examined a range of documentation including: the school’s self-evaluation and development
    plans; an analysis of pupils’ achievement and progress; safeguarding arrangements; and policies and
    records of checks made by leaders on the quality of teaching and learning.

Inspection team

Rodney Braithwaite, Lead inspector Additional inspector
David Westall Additional inspector
Helen Owen Additional inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The large majority of pupils are from White British backgrounds.
  • The proportion of disabled pupils and those who have special educational needs is below average.
  • The proportion of disadvantaged pupils supported by the pupil premium is above average. The pupil
    premium is additional government funding for pupils who are looked after by the local authority or known
    to be eligible for free school meals.
  • Children attend the Nursery part time. Children in the two Reception classes attend the school full time.
    There are two classes each in Years 1, 2, and 3, and one class in each of Years 4, 5, and 6.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress by the end of Year 6.
  • The acting headteacher took up the post just over two years ago, following the secondment and
    subsequent resignation of the previous headteacher. Two deputy headteachers were appointed in
    September 2014. The headteacher of Stoke Lodge Primary School was appointed on a temporary basis as
    executive headteacher late last year. A new headteacher will take up her post at this school in September
  • There have been several changes in staff since the previous inspection.
  • There is a ‘Sure Start’ building on the school site. This is used by a Nursery for two-year-old children
    which has just been taken over by the school. It was not included in this inspection.
  • The school works closely with a local cluster of five schools, including a high school.
  • There are extensive building works at present on the school site. These are new classrooms which will
    enable the school to have two classes in every year group.
  • Child care is provided by the school in daily before- and after-school clubs.

What does the school need to do to improve further?

  • Improve teaching by ensuring that teachers:
    – set suitably challenging tasks for all pupils, especially the most able
    – manage the behaviour of pupils more effectively
    – develop their questioning skills, particularly when encouraging pupils’ speaking skills.
  • Raise pupils’ attainment and rate of improvement by:
    ensuring that the recent improvements in pupils’ achievement throughout the school are continued,
    particularly in mathematics
    developing pupils’ skills in numeracy and solving problems.
  • Improve leadership and management by refining and focusing closely on the remaining school priorities
    for improvement.

Inspection judgements

The leadership and management require improvement
  • Leadership and management are not good because standards and achievement have been below average
    for too long. Until recently, leaders have not succeeded in ensuring that teaching is consistently good. This
    has led to variations in the learning of pupils resulting from the lack of challenge and expectation in
  • The acting headteacher has shown determination in tackling the improvements needed but has found that
    this was a more difficult task than expected. In the last year, with the support of the local authority and
    the executive headteacher of a local school, he and his management team have had more success in
    driving improvement.
  • Consequently, the quality of teaching is improving, behaviour is better, and the achievement of pupils is
    rising after some years of little progress. The school is emerging positively from its difficulties and senior
    and middle leaders have gained good experience in developing their skills and capacity for leading
  • Subject leadership is developing rapidly, although in some cases it has not yet had a marked impact on
    pupils’ attainment and achievement. However, all subject leaders have welcomed the increases in their
    responsibilities and accept the greater accountability involved. The leadership of provision for disabled
    pupils and those who have special educational needs is an example of the improving picture. The good
    quality of achievement in the early years is another example of the effective leadership already present in
    the school.
  • The closer involvement of the governing body in the management of the school is a further improvement.
  • The monitoring and evaluation of teaching by senior and middle leaders is resulting in more effective and
    consistent teaching across the school. It has been particularly helpful in supporting and developing the
    skills of staff new to teaching.
  • Leaders are also working hard to improve the behaviour of pupils. A new behaviour policy has been
    introduced and is understood well by pupils. Leaders are pleased with the initial improvements, although
    recognise that there remains scope for further improvement.
  • The school’s evaluation of its strengths and weaknesses is mostly accurate although the resultant
    development planning requires further clarification in its focus upon identified issues for improvement.
  • The new revised curriculum is beginning to have a positive effect on pupils’ spiritual, moral, social and
    cultural development, and is being helped by continuous encouragement to pupils to aim high in their
  • School leaders promote pupils’ understanding of personal values such as tolerance, achievement and
    respect through class and whole-school assemblies. Pupils also have opportunities to learn about British
    values through regular elections. These are held for membership of the school council and the eco and
    healthy schools councils. This introduces pupils to the idea of democracy and helps prepare them for their
  • The school has used additional funding for physical education and sport to encourage pupils’ interest in
    sport and competition. Pupils are enjoying greater success than in the past in their competitions with other
    schools. Staff are benefiting from a wide range of additional training, particularly from specialist coaches.
    The school is also raising pupils’ understanding of how to lead a healthy lifestyle. As yet, the school’s
    monitoring of pupils’ performance and attendance in sports activities are underdeveloped.
  • The school’s promotion of equality of opportunity requires improvement because the provision for the
    most-able pupils requires improvement. The school does not tolerate discrimination and relationships
    throughout the school are good. Pupils have equal access to all activities, including before- and after-
    school clubs. The breakfast club provides for a large number of pupils and provides them with a beneficial
    and nourishing start to the day.
  • Leaders have suitable plans to deal with any extremism or radicalisation should they arise, and pay strict
    attention to this aspect of pupils’ education.
  • The school has worked very closely with the local authority improvement adviser in the last two years, and
    with the headteacher of Stoke Lodge Primary School in the last year. This has been increasingly beneficial
    in supporting the school’s improvement, especially in teaching and pupils’ achievement.
  • Leaders, including governors, ensure that safeguarding meets national requirements. The safety and
    security of pupils are effective and regularly reviewed.
  • Leaders and governors make sure that extra funding for disadvantaged pupils is used for their benefit.
    They compare these pupils’ progress with that of other pupils. This has helped in improving their progress
    in the last year and closing the gap in attainment between them and other pupils in school and nationally.
  • Most parents approve of the leadership of the school. A minority have taken some time to appreciate the
    changes introduced by leaders in order to accelerate improvement.
  • The governance of the school:
    After a number of changes, all governors are fully involved in the leadership and management of the
    school. In particular, the Chair of the Governing Body has been determined to challenge the school’s
    performance on a range of issues. She has led the need to ensure that all governors have the training
    to give them confidence in their involvement with senior management. This has ensured that governors
    are proficient at interpreting data about pupils’ achievement. Governors have improved their knowledge
    of the school, although accepting the need for even closer working with school staff.
    The governing body’s knowledge of teaching in the school is much improved. It is being used rigorously
    to guide pay increases for teachers. These are based on performance targets for them to reach, linked
    to pupils’ progress and attainment. The governing body has a record of not being prepared to approve
    rises in pay to teachers and leaders who fail to reach their performance targets.
    Governors monitor the school budget carefully and are fully involved in the allocation of additional
    funding. Governors evaluate how effectively the funding is used and its impact on pupils’ learning.
The behaviour and safety of pupils require improvement
  • The behaviour of pupils requires improvement. The large majority of pupils have good attitudes to
    learning, but a small number can sometimes disrupt learning, often when they become bored with the
    learning activities provided by teachers. A small number sometimes show challenging behaviour, argue
    with each other and are silly.
  • School leaders have introduced new behaviour strategies based initially on rewards through pupils
    ‘climbing the mountain’, for which they earn points. As a result, many get enough points to receive
    achievement awards in the achievement assemblies on Fridays. The yellow/red card system introduced for
    unacceptable behaviour is not yet fully effective, although all pupils fully understand the new policy.
  • Pupils’ behaviour around the school is similar. As long as pupils have enough to keep them occupied and
    interested, they behave and mix well. In the assembly observed, for example, their behaviour was beyond
    reproach because they were able to play a full part. There have been a small number of exclusions in
    recent years and four incidents of racial remarks in the last two years have been recorded.
  • Pupils enjoy coming to school. They talk enthusiastically about making a ‘Dragon’s Den’ presentation to a
    lady from a local chocolate producer, looking at the solar eclipse and making projectors, and visiting a
    mini-planetarium in a local school. Pupils describe their school variously as ‘smart, active and competitive’.
  • Children in the Nursery and Reception classes behave well. They very quickly understand what is expected
    of them and how to mix happily with other children.
  • Attendance is good and punctuality has improved. The school ensures that all families understand the
    importance of regular attendance and pupils enjoy the class competitions for attendance prizes. The family
    link worker plays an important role in ensuring good attendance.
  • Although most parents think the school handles behaviour well, a minority have concerns. This is partly
    because a number of them feel that pupils who behave consistently well are not recognised enough for
    this and ‘naughty children’ are rewarded disproportionately when they improve. Inspectors respect that
    view, but also feel that leaders have been working effectively with new methods to continue to improve
  • The school’s work to keep pupils safe and secure is good. Pupils are very confident that they are safe in
    school. They name several adults who they could turn to if they had personal problems. Only one
    expressed concerns but those were about the new building works. All in discussion agreed that they felt
    completely safe from the building site as it was fenced off.
  • Although pupils report some annoying behaviour by others, they have few concerns about bullying or
    homophobic behaviour. They say that there are a few incidents but mainly to do with name calling. Pupils
    have a good understanding of cyber bullying – ‘We have posters in our class’ – and are fully aware of the
    dangers present in modern technology.
  • Leaders ensure that parents have regular information about school safety. They also promote school
    safety provision for all ethnicities, faiths and beliefs. The school also works well with external agencies in
    supporting families and children who may be at risk of not doing so well.
  • The school runs safety workshops for pupils on subjects such as road safety, life skills and Childline.
  • In almost all of their responses, parents, carers and staff were confident that children are safe in school.
The quality of teaching requires improvement
  • Teaching has not been effective throughout the school to ensure that pupils consistently reach the levels
    of which they are capable. There have been changes of staff, including leaders, since the previous
    inspection which have affected the continuity of the development of pupils’ learning. Consequently,
    teaching has been variable and not consistently good in all year groups.
  • Teachers in the past have not provided work that is challenging to all groups of pupils, especially the most
    able. Teachers have also allowed too much disruption of learning by a small number of pupils.
  • There is present evidence that teaching has been steadily improving in the past year. This is raising
    attainment and progress in reading, writing and mathematics. Rigorous monitoring of teaching and
    learning by the acting and executive headteachers and the deputy headteachers has contributed to
    improving teacher skills through focused coaching and guidance.
  • Teachers now have higher expectations and are setting appropriate challenges according to pupils’
    abilities. However, they are sometimes slow in moving the most-able pupils on to more difficult work.
    Teachers’ questioning skills and guidance to pupils on the development of their speaking skills are also
  • When teachers offer interesting and exciting challenges, pupils make good progress. This was observed in
    Year 4 when pupils enthusiastically planned their instructions for how to catch a dragon. Pupils’ learning
    was helped by well-informed guidance from adults and the good use of probing questioning encouraging
    their thinking skills.
  • The teaching of reading and writing has developed more effectively in the last year. It has also been
    enhanced by more effective teaching of phonics, especially in the early years and Years 1 and 2. The
    teaching of mathematics, although better than in 2014, still requires improvement. Pupils’ numeracy skills,
    especially their ability to solve mathematical problems, require further development.
  • The introduction of regular and understandable checks on pupils’ progress has led to a better
    understanding by teachers of the individual needs and abilities of their pupils.
  • Teachers give pupils regular learning targets. Their marking of pupils’ work and verbal feedback about
    learning are much improved.
  • Relationships between staff and pupils are mostly good. Almost all pupils are respectful but a few pupils
    are yet to understand the behaviour teachers expect from them.
  • Teachers work effectively with their teaching assistants, who make helpful contributions to pupils’
  • The large majority of parents consider that teaching is good.
The achievement of pupils requires improvement
  • Achievement has not been good in reading, writing and mathematics. Teaching has not ensured that
    pupils make consistent progress in their basic skills. As a result, progress has been variable across year
    groups and in different subjects.
  • In 2014, pupils’ standards at the end of Year 6 were below average in reading, mathematics and aspects
    of grammar such as spelling and punctuation. However, pupils reached nationally expected levels and
    made generally good progress in writing. There are many indications of better progress this year,
    especially in mathematics and reading. Leaders recognise that this progress must be maintained in order
    for all pupils to reach their potential.
  • In particular, not enough pupils have achieved well enough in the past to reach above-average standards
    because teaching has lacked challenge.
  • Children join the Nursery with skill levels below, and sometimes well below, those typical for their age.
    They make good progress in their basic skills and this continues in Reception. In Key Stage 1, pupils make
    steady progress and most are now reaching the standards expected by the end of Year 2. Their progress
    in mathematics has improved strongly. However, too few pupils reach above average standards, especially
    in writing.
  • Inspection evidence from observations of learning and examination of pupils’ work suggest that
    improvement has continued throughout this year. Better progress in pupils’ learning of phonics is also
    contributing effectively to improvements in reading.
  • The progress of disabled pupils and those who have special educational needs has been similar to that of
    others in recent years and also requires improvement. There are encouraging signs that these pupils are
    making better progress as a result of much-improved knowledge of their particular needs leading to a
    tighter focus on their learning.
  • The progress of the most-able pupils has required improvement for some time. By the end of Year 6, too
    few pupils have reached higher than average attainment in any subject. Leaders are making vigorous
    efforts to ensure that teachers not only plan higher challenges for these pupils but also implement them
    rapidly in their learning activities.
  • The achievement of disadvantaged pupils is improving. In 2014, at the end of Key Stage 2, their progress
    in reading, writing and mathematics was lower than that of other pupils nationally, and similar to that of
    other pupils in their class. Their attainment has improved compared to 2013 and this improvement has
    continued this year. In 2014, disadvantaged pupils were about two terms behind their classmates in
    reading and mathematics, and one term behind in writing. Compared with other pupils nationally they
    were two years behind in reading and mathematics, and one term behind in writing.
  • Pupils enjoy reading. They have regular opportunities to read in lessons and, as observed in a lesson in
    Year 2, are constantly encouraged to discuss their books, practise their skills and work with adults and
    each other to understand the texts they read. Some older pupils are beginning to read widely and talk
    with enthusiasm about the works of Michael Morpurgo and William Shakespeare. One pupil had good
    knowledge of the play,
Antony and Cleopatra


  • As the school develops its new curriculum, pupils are improving their achievement in other subjects. This
    includes a more frequent promotion of literacy and numeracy across most subjects. This is improving past
    weaknesses in pupils’ skills and knowledge.
The early years provision is good
  • Leadership and management of the early years are good. The leader ensures that all staff have a
    comprehensive understanding of the individual needs and progress of all children. In addition, school
    leaders carefully and regularly monitor the skills of staff and are able to determine the strengths and areas
    for improvement in teaching.
  • Children start in the Nursery with skills and experience generally below levels typical for their age,
    especially in their literacy and mathematical skills. They make good progress because teachers and
    classroom assistants constantly check and record children’s progress in and out of the classroom.
  • Good progress continues in the Reception classes because of continued good teaching. As a result,
    children make particularly good progress in their communication skills and their knowledge and
    understanding of the world. Their ‘busy books’ show clear evidence of good progress in making marks,
    letter formation and eventually writing simple sentences.
  • Children’s phonics skills have also improved rapidly because staff have planned a clear programme of
    learning linked to literacy skills. This helps many children to reach a good level of development by the time
    they transfer to Year 1.
  • Staff provide numerous stimulating and exciting learning activities for children. They are skilled in using
    the very spacious outdoor areas and wide range of resources to benefit children’s learning. This was
    observed when children were learning through a theme of life cycles. They had learning opportunities in
    writing, science, symmetry in mathematics and number work, all of which they welcomed enthusiastically.
    Sometimes, however, the higher challenges to more-able children are not always present.
  • Children’s attitudes to learning and their behaviour in class and around the school are good. They are
    eager to learn and show good understanding of what is expected of them in all situations.
  • Their safety and well-being are a high priority in staff planning. Safeguarding systems are rigorous, and
    staff are very watchful in recognising any problems children may have personally or in their learning.
  • Staff work effectively with parents, who are very happy with their children’s progress. They greatly enjoy
    seeing their children’s progress in the excellent learning journals created for each child.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 109047
Local authority South Gloucestershire
Inspection number 456233

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 367
Appropriate authority The governing body
Chair Mandy Collier-King
Executive headteacher/acting
Richard Clark/Joe Beament
Date of previous school inspection 4–5 July 2012
Telephone number 01454 867090
Fax number 01454 867091
Email address reveal email: enqu…

print / save trees, print less