Barlows Primary School
Headteacher: Mrs Jan Taylor
School holidays for Barlows Primary School via Liverpool council
497 pupils capacity: 99% full
245 boys 50%
245 girls 50%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 337641, Northing: 397357
- GPS coordinates
- Latitude: 53.469, Longitude: -2.9409
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 25, 2010
- Region › Const. › Ward
- North West › Liverpool, Walton › Fazakerley
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- Investor in People
- Committed IiP Status
- Free school meals %
- White Thorn School L99EH
- 0.5 miles Holy Name Catholic Primary School L109LG (320 pupils)
- 0.5 miles Fazakerley Open Air School L97AG
- 0.6 miles Longmoor Junior School L90EU
- 0.7 miles Brookside Pupil Referral Unit L101LD
- 0.7 miles Fazakerley Junior School L107LD
- 0.7 miles Fazakerley Infant School L107LD
- 0.7 miles Blessed Sacrament Catholic Infant School L99JQ (419 pupils)
- 0.7 miles Fazakerley Primary School L107LD (364 pupils)
- 0.7 miles Dyson Hall/Gladstone House L97HB
- 0.7 miles Longmoor Community Primary School L90EU (404 pupils)
- 0.7 miles Blessed Sacrament Catholic Primary School L99AF
- 0.8 miles Blessed Sacrament Catholic Junior School L99AF (378 pupils)
- 0.8 miles Fazakerley High School L101LB (858 pupils)
- 0.8 miles Archbishop Beck Catholic Sports College L99AF (1106 pupils)
- 0.8 miles Meadow Bank School L101LW
- 0.8 miles Redbridge High School L101LW (96 pupils)
- 0.8 miles Bank View High School L101LW (132 pupils)
- 0.8 miles Meadowbank Secondary Special School L101LW
- 0.9 miles Longmoor Infant and Nursery School L92DG
- 0.9 miles Aintree Davenhill Primary School L108LE (463 pupils)
- 1 mile St John the Evangelist's Primary School L92BW
- 1.1 mile The Queen Mary School L96AF
- 1.1 mile Holy Rosary Catholic Primary School L106NJ (468 pupils)
Ofsted report transcript
Barlows Primary School
104517Unique Reference Number
2728 November 2006Inspection dates
John AshtonReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Barlows LaneSchool addressPrimaryType of school
Fazakerley, LiverpoolCommunitySchool category
Merseyside L9 9EH
311Age range of pupils
0151 5252751Telephone numberMixedGender of pupils
0151 5258310Fax number406Number on roll (school)
Mr D HorlickChairThe governing bodyAppropriate authority
Mrs J TaylorHeadteacher
17 September 2001Date of previous school
Inspection numberInspection datesAge group
2869672728 November 2006311
© Crown copyright 2006
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.
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.
Inspection Report: Barlows Primary School, 2728 November 2006
The inspection was carried out by three Additional Inspectors.
Description of the school
This large school has a Nursery which offers 52 part-time places. It serves a socially
mixed area of Liverpool, with higher than average deprivation, close to Aintree
Racecourse. The proportion of pupils entitled to free school meals is above average.
Very few pupils are from minority ethnic groups and few speak English as an additional
language. A smaller than average proportion of pupils presently has learning difficulties
and/or disabilities but the 25 place special school on site is to come under the
management of Barlows in January 2007. In May 2007, a Children's Centre providing
for the community's health as well as educational needs, will also come under the
management of Barlows.
Key for inspection grades
1Inspection Report: Barlows Primary School, 2728 November 2006
Overall effectiveness of the school
Inspectors agree with the school's own judgement that Barlows Primary is a good
school with some outstanding features, notably:
- the very effective way it enhances pupils' personal development and well-being
- the much improved balance, enrichment and range of cross-curricular links in its
- its very effective senior leadership team
- Its truly excellent new accommodation.
Parents are very supportive of the school. They praise the good start in life it gives
their children. 'My son has become much more independent', one parent wrote. 'This
is due to the teachers taking time to listen to the children and their views', said another.
Pupils also love the school. 'Everyone is so friendly here that I have too many friends',
one pupil said. Another spoke warmly of all the environmental work on recycling and
the enjoyable trips and visits he is involved in at school. The outstanding curriculum
is rich and promotes pupils' personal and academic achievements extremely well.
Pupils make good progress throughout the school. There is good provision in the
Foundation Stage. From a below average starting point on entry to the Nursery, they
leave at the end of Year 6 with above average standards in English, mathematics and
The school is well led and gives good value for money. Its self-evaluation is rigorous
and backed up by determined action to improve the areas of relative weakness.
Mathematics, particularly for boys in Key Stage 2, science across the school, and the
degree of challenge for the more able pupils are recent focuses of attention and these
have all improved as a result of the school's actions.
Pupils thoroughly enjoy their learning because of the way it is made so interesting by
the good quality teaching. They feel very safe in school because they are cared for
well and there are effective systems to prevent bullying. They are very aware of the
merits of exercise and healthy eating. Their good social and rapidly improving literacy
and numeracy skills provide a secure basis for the next stages of their lives. Many of
them serve their school and the local community well in a whole range of different
There has been good improvement since the last inspection. Despite all the recent
improvements, the school is aware that there are two areas which still need attention.
Attendance is below the national average because some parents still take their children
out of school for holidays during term time and children's skill levels as they enter the
school are not assessed and recorded as systematically as they need to be. This makes
measuring their future progress difficult. The school has good capacity for further
What the school should do to improve further
- Work with parents to reduce the number of holidays taken during term time.
2Inspection Report: Barlows Primary School, 2728 November 2006
- Sharpen the accuracy of assessments of children entering the Nursery in order to
give the school a clearer picture of children's attainment and to make it easier to
measure their progress from then on.
Achievement and standards
Children enter the Nursery with below average knowledge and skills overall and make
good progress such that the majority reach the expected national goals by the end of
the Reception year. This good progress continues into Key Stages 1 and 2. Standards
consistently match the national average overall by the end of Year 2 and results in the
national test results at the end of Year 6 are usually well in line with those expected
nationally. Results dipped below those expected in mathematics and science in 2005,
due to too few pupils achieving the higher National Curriculum levels, but the school's
perceptive diagnosis of the causes of this dip led to effective action which brought
about the necessary improvements. Results in 2006 improved significantly in English,
mathematics and science and are above average. The agreed targets for all three
subjects were exceeded.
Those groups of pupils with learning difficulties and/or disabilities, and those for
whom English is an additional language, also make good progress, reflecting the
well-focused support they receive. Higher attaining pupils were seen to be thoroughly
challenged in lessons. This reflects the school's determination to stretch them well,
after analysis of the previous year's results identified fewer than expected higher
grades, particularly in science.
Personal development and well-being
Pupils' personal development and well-being are outstanding. In this school 'Every
Child Matters' is much more than words. It is a driving force empowering pupils to
have an effective voice not only in the school but also in the wider world.
Pupils thoroughly appreciate and enjoy school and develop into caring young citizens
who know how to keep themselves and others safe and healthy. Behaviour is exemplary.
Throughout their time at school they make outstanding progress in developing their
personal skills and attributes. This helps them develop into thoughtful and mature
young people. Their spiritual, moral, social and cultural development is outstanding.
Pupils' cultural understanding and appreciation of the beliefs and customs of other
religions and traditions are well developed through assemblies and themed projects.
The weekly 'circle of friends' meeting held throughout the school gives pupils an
avenue to express and share their feelings. They say, 'if you have a problem our teachers
sort it out for us'. Attendance, however, is below the national average, mainly because
some parents still take their children out of school for holidays during term time.
3Inspection Report: Barlows Primary School, 2728 November 2006
Quality of provision
Teaching and learning
Teaching and learning are good throughout the school. Relationships are exemplary
between staff and pupils and, as a result, pupils are keen to work hard and do their
best. The teachers have the ability to capture and hold pupils' attention and to promote
their enjoyment. For example, in a science lesson, Year 1 pupils' understanding was
improved through their joy and delight at discovering that shiny things did not carry
on shining in the dark. Classroom management is good and promotes excellent
behaviour. The noticeably fast pace and challenge within lessons effectively keep
pupils firmly on task, enabling all groups of pupils to make good progress. Questioning
is used well to check pupils' understanding and to develop their confidence in speaking
and listening. Teaching assistants are skillfully deployed and well briefed to ensure
that vulnerable pupils, and those with learning difficulties and/or disabilities, are
provided with tasks which cater well for their individual needs. In the Foundation
Stage, lessons are well organised and are particularly effective in promoting pupils'
personal and social development. However, in some classes throughout the school,
learning intentions are not always made clear enough to pupils to enable them to
assess their own progress throughout the lesson. Teachers are very confident in the
use of information and communication technology (ICT) and good use is made of
computers for extension work to enable higher achieving pupils to tackle more
Curriculum and other activities
Criticised at the last inspection for its narrowness, the school's present curriculum is
now very broad and well balanced. It is, in fact, so much improved it is outstanding.
Achievement in mathematics, English and ICT is strengthened by their regular use in
other subjects. The curriculum caters excellently for all groups within the school and
provides a wide range of activities for pupils to learn from, including some excellent
Spanish teaching. Pupils benefit from an extensive range of lunchtime and after-school
activities which are offered across the school to allow pupils to pursue a variety of
sporting, creative and other interests. The curriculum is further enriched by the wealth
of visits that the children are involved in, including residential and international trips.
The many visitors into school provide the pupils with further splendid experiences,
which add an extra dimension to their education. These experiences are often linked
into topic work which is another strength of the school and which allow pupils to
develop their learning across a number of elements of the curriculum. Pupils greatly
enjoy this approach and become more active, independent learners because of it.
4Inspection Report: Barlows Primary School, 2728 November 2006
Care, guidance and support
All staff show a good level of care for pupils and the pupils feel safe and secure because
of this. One pupil said that he felt safe because 'you are never alone here, there is
always an adult around to look after you'. One parent represented the views of many
when she said that the school 'provides a happy, caring environment in which children
learn well'. Pupils with learning difficulties and/or disabilities have their needs identified
early and are well supported by teachers and support staff to help them to make good
progress. Child protection procedures are fully in place. The school's guidance for
pupils is good and a tracking system is in place throughout the majority of the school,
which clearly indicates the progress of individual pupils. The school looks carefully at
the progress of different groups of children to ensure that all get equal opportunities
to succeed. Information on children's capabilities on entry to the school, however, is
neither assessed nor recorded as well as it could be.
Leadership and management
Leadership and management are good at all levels in the school. The senior leadership
is outstanding and is the key factor in the school's notable improvement since its last
inspection. A sparkling curriculum, thoroughly good teaching and learning across the
school, exemplary personal development, good achievement and rising academic
standards are the result. Senior leadership is very organised, visionary and forward
looking. It is particularly successful at empowering the phase managers and subject
coordinators by, for example, keeping them thoroughly in touch with all developments
affecting the school and involving them in the monitoring and quality control of the
work of their colleagues. School development planning is rightly focused on improving
achievement, especially recently in mathematics and science, particularly for boys and
the more able pupils in general. There is a strong commitment to improving teaching
and learning, including through increased teamwork and the sharing of good practice.
Self-evaluation is diagnostic, well focused, realistic and accurate. Governors are very
well informed and aware of the strengths and weaknesses of the school because, as
well as receiving regular reports from the headteacher, they have active individual
links with particular subjects. They challenge the school in a positive way as well as
support it. The school is well resourced and its excellent new accommodation is used
to very good effect. It provides good value for money.
5Inspection Report: Barlows Primary School, 2728 November 2006
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: Barlows Primary School, 2728 November 2006
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
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'
2The quality and standards in the Foundation Stage
2The effectiveness of the school's self-evaluation
2The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
2How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
1The extent of learners' spiritual, moral, social and cultural development
1The behaviour of learners
3The attendance of learners
1How well learners enjoy their education
1The extent to which learners adopt safe practices
1The extent to which learners adopt healthy lifestyles
1The 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
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
2How well are learners cared for, guided and supported?
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.
7Inspection Report: Barlows Primary School, 2728 November 2006
Leadership and management
How effective are leadership and management in raising achievement
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
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
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: Barlows Primary School, 2728 November 2006
Text from letter to pupils explaining the findings of the inspection
Thank you for making us so welcome on our recent visit to your school. A very special thanks
to those children who gave up some of their lunchtime to talk with us. You told us so many
good things about your school, including how much some of you enjoyed working on the school
council and on the school's environmental and fair trade projects.
Some of the other things we particularly like about your school are:
- its magnificent new building
- how well looked after you all are and how pleased your parents are about your school
- how much you enjoy your lessons and how positive you all are about your learning
- the interesting range of activities staff organise for you inside and outside of lesson times
- how well taught you all are
- how very well led and managed your school is.
To make your school even better, we have asked the staff to persuade your parents not to take
you away from school to go on holiday in term time, so that you do not lose valuable learning
We have also asked that the children, as they enter the Nursery, are assessed as early and as
carefully as possible in order to make it easier to see later how much progress they make as
they move through the school.
We wish every one of you well for the future and hope that you will always work as hard and
enjoy school as much as you do now.
9Inspection Report: Barlows Primary School, 2728 November 2006