Barnes Farm Junior School
phone: 01245 467973
headteacher: Mr Ross McTaggart Ba Hons Npqh
360 pupils capacity: 94% full
190 boys 56%
150 girls 44%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 573247, Northing: 207395
- GPS coordinates
- Latitude: 51.738, Longitude: 0.50772
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 20, 2007
- Region › Const. › Ward
- East of England › Chelmsford › Chelmer Village and Beaulieu Park
- Urban > 10k - less sparse
- Free school meals %
- Barnes Farm Infant School CM26QH (268 pupils)
- 0.2 miles Chancellor Park Primary School, Chelmsford CM26PT (235 pupils)
- 0.9 miles The Tyrrells School CM16JN
- 0.9 miles The Tyrrells School CM16JN (422 pupils)
- 1 mile Trinity Road Primary School CM26HS (279 pupils)
- 1 mile The Bishops' Church of England and Roman Catholic Primary School CM16ZQ (371 pupils)
- 1 mile Bishop Wilson CofE Primary School CM16ZQ
- 1.1 mile Perryfields Junior School CM17PP (272 pupils)
- 1.1 mile Meadgate Primary School CM27NS (162 pupils)
- 1.1 mile The Boswells School CM16LY
- 1.1 mile The Boswells School CM16LY (1478 pupils)
- 1.1 mile Meadgate Primary School CM27NS
- 1.2 mile Perryfields Infant School CM17PP (195 pupils)
- 1.2 mile Nabbotts Junior School CM16XW
- 1.2 mile The Nabbotts Infant School CM16XW
- 1.2 mile Springfield Primary School CM16XW (407 pupils)
- 1.4 mile The Cathedral Church of England Voluntary Aided Primary School, Chelmsford CM11PA (316 pupils)
- 1.4 mile Anglia Ruskin University CM11SQ
- 1.6 mile Baddow Hall Infant School CM27QZ (210 pupils)
- 1.6 mile Baddow Hall Junior School CM27QZ (237 pupils)
- 1.6 mile The Sandon School CM27AQ
- 1.6 mile Essex Fresh Start CM11RE (79 pupils)
- 1.6 mile The Sandon School CM27AQ (1248 pupils)
- 1.7 mile Woodcroft Nursery School CM29UB (96 pupils)
Barnes Farm Junior School
Henniker Gate, Chelmer Village, Chelmsford, CM2 6QH
|Inspection dates||22–23 April 2015|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Leadership and management||Requires improvement||3|
|Behaviour and safety of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
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
| Leaders and managers are not rigorous enough in |
The quality of teaching varies too much across the
Pupils do not make enough progess in a number
Teaching assistants are not always used
reviewing the school’s effectiveness and ensuring
consistency across the school. They do not check
important records in the school meticulously
school. Teachers do not have high enough
expectations of what pupils can achieve,
particularly in lower Key Stage 2.
of subjects, including reading, writing and
effectively across the school. They sometimes
have little opportunity to support the progress of
groups of pupils during lessons.
| The progress of disabled pupils and those who have |
Pupils do not have enough opportunity to develop
Pupils do not make enough progress in the lower
Governors do not have a good enough grasp of
special educational needs and that of lower ability
pupils is not yet good enough. This is because the
work is often not appropriately matched to their
needs and capabilities.
their writing at length or to extend their
mathematical understanding by applying it in other
subjects. This results in some groups of pupils
making less than expected progress.
years of the juniors as not enough is expected of
achievement information to be able to hold school
leaders fully to account.
| Pupils’ behaviour is good. They enjoy their |
Work is regularly marked. Teachers often give
learning and have good relationships with each
other and with adults.
feedback that helps pupils understand what they
need to do to improve their work.
| School leaders and teachers provide well for pupils’ |
Attendance is good. Children are happy and they
spiritual, moral spiritual and cultural education.
enjoy coming to school. The school provides
interesting activities for pupils before and after
school resulting, in them receiving a rich and varied
Information about this inspection
- This inspection took place because of concerns about falling standards in achievement.
- Inspectors observed learning in 26 lessons, six of which were jointly observed with senior leaders.
- Inspectors spoke to pupils, looked at books to take account of the quality of work and the progress that
pupils make over time, together with the use of support staff.
- The team held meetings with pupils, headteacher, key leaders, four members of the governing body and
met with representatives from the local authority.
- Inspectors scrutinised a wide range of school documentation, including the school’s self-evaluation
documentation and school improvement plan. In addition, the school’s systems for assessing, tracking and
evaluating pupils’ progress were examined.
- Policies and procedures for the safeguarding of pupils and arrangements for disabled pupils and those
who have special educational needs were examined, including a scrutiny of the single central register.
- Inspectors took account of the 88 responses from parents who responded to the Ofsted’s online
questionnaire (Parent View) and spoke informally to parents in the playground.
- Inspectors analysed 19 responses to the staff questionnaire.
|Kim Hall, Lead inspector||Her Majesty’s Inspector|
|Deborah Pargeter||Seconded Inspector|
|Bob Bone||Additional Inspector|
Information about this school
- This is a larger than average junior school.
- Most pupils are of White British heritage.
- The proportion of disabled pupils and those who have special educational needs is around the national
- The proportion of pupils who are disadvantaged and supported by pupil premium is well below average.
The pupil premium provides additional funding for pupils who are known to be eligible for free school
meals and those who are looked after by local authority.
- The proportion of pupils who speak English as an additional language is well below national average.
- The school meets the government’s current national floor standards, which set the minimum expectations
for pupils’ attainment and progress in reading, writing and mathematics.
- The headteacher was appointed in 2012.
- The leadership work collaboratively with seven other schools through the STEP partnership.
What does the school need to do to improve further?
- Improve the quality of teaching so all pupils make faster progress by:
using the information from assessments to plan interesting and challenging learning opportunities that
meet the needs of all pupils
choosing the most appropriate teaching strategies and resources well for lessons, so that pupils can
learn in an effective and systematic way.
providing pupils more opportunities to write at length and to extend their skills in mathematics by
applying them in other subjects
making better use of teaching assistants so pupils receive the timely support and intervention that they
require during all parts of the lesson.
- Raise achievement by:
raising the expectations of all teachers and teaching assistants so they can accurately meet the needs
of all pupils, especially disabled pupils and those who have special educational needs and pupils in lower
Key Stage 2
providing more opportunities for pupils to write at length and apply their mathematics skills
providing skilled, timely support and intervention for pupils who are not making enough progress in
reading, writing and mathematics.
- Improve leadership and management by:
ensuring that self-evaluation of the school is rigorous, resulting in better outcomes for pupils and more
sharply focused planning
strengthening systems and processes within the school so that all leaders and staff are held to account
for the quality of education being provided
commissioning high quality governor training about pupil achievement so governors can hold the school
to account more effectively and perform their statutory duties well
ensuring all leaders, including subject leaders, robustly check the quality of learning and teaching in
their areas of responsibility so that they are consistently good or better across the school.
|The leadership and management||requires improvement|
- Self-evaluation is not robust enough. Although school leaders have a broad understanding of the strengths
and weaknesses in pupil achievement, they do not set precise targets that are measurable and
communicated well enough to the school community. As a result improvement is not systematic and
progress is inconsistent across the school.
- The headteacher, supported by the new leadership team is determined to improve outcomes for all pupils
in the school. They provide good quality professional development for the new middle leaders. As a result,
the middle leaders are tackling key weaknesses with enthusiasm and energy. They are starting to improve
the progress of groups of pupils. The new English leader is helping pupils develop their love of reading
through organising events such as World Book Day. Pupils commented on how much they appreciated
- Leaders have created a warm and inviting school environment where pupils’ ideas are valued.
Representatives of the school council meet regularly with the deputy headteacher to discuss ideas for
improvements in the school. They are then given time in class to relay the outcomes of these meetings.
This results in pupils demonstrating the school values ‘be positive, be respectful, be responsible’ well and
developing their understanding of democracy and preparing them for life in modern Britain.
- Although all pupils are safe and cared for within the school day, leaders do not regularly check that all the
necessary safeguarding records are properly kept and up-to-date. This results in information being kept in
too many places with insufficient staff accountability in place.
- New middle leaders in the school benefit from good quality professional development. As a result, they are
tackling key weaknesses with enthusiasm and energy which, in turn, is starting to improve the progress
for groups of pupils. The new leader for disabled pupils and those with special educational needs is
tackling previous weaknesses in provision for these pupils quickly. This is resulting in disabled pupils and
those with special educational needs getting better support for them to make faster progress.
- The headteacher and phase leaders hold pupil progress meetings every half term. This is bringing a
sharper focus on using assessment information to secure and speed up pupil progress. However teachers
use this information inconsistently when planning learning.
- Leaders have worked hard on introducing the new curriculum to the school. However, some teachers are
reluctant to leave their old plans and have not raised their expectations sufficiently. As a result, the quality
of the curriculum, provided within the school day, is not always sufficiently interesting.
- The use of pupil premium was externally reviewed in January 2015. Leaders are beginning to evaluate the
impact and spend the additional funding in a considered and effective way. Older pupils have benefitted
from an online learning package in mathematics. As a result, gaps in achievement are narrowing.
- Leaders use the sports’ funding well. This has resulted in increased levels of participation by pupils in a
wide range of sporting activities, particularly before and after school. Pupils have a greater opportunity to
be involved in competitive sports as a result of these additional funds.
- Leaders have created a warm and inviting school where pupils are provided with a range of opportunities
to develop their spiritual, moral, social and cultural knowledge and understanding. For example, links with
two international schools are helping pupils gain a good understanding of school life elsewhere in the
- The school promotes the spiritual, moral, social and cultural development of pupils well. This results in
pupils actively participating in assemblies, confidently presenting to a large audience of parents and pupils
from the infants school.
- The local authority has offered robust challenge and pertinent support to the school, which has resulted in
them now working together to raise outcomes for pupils.
- The governance of the school:
Governors are too reliant on the information given by the headteacher to monitor the school’s
performance. As a result they do not always use a wide enough range of data to fully hold school
leaders to account for the performance of the pupils.
Governors have commissioned external support to carry out the headteacher’s performance
management to ensure quality of provision. They make decisions about teacher performance and pay
Safeguarding procedures and processes are adequately reviewed annually by governors, but they do
not check safeguarding records robustly enough Governors ensure the school provides good value for
money. They have ambitious plans for developing the school grounds so that it benefits the pupils. The
refurbishment of the entrance along with the new library has provided warm and welcoming additions
to the school.
|The behaviour and safety of pupils||requires improvement|
- The behaviour of pupils is good.
- Attendance is above average and exclusions are extremely rare. Pupils are rarely late and settle to
learning quickly at the start of the school day. As a result of clearly established routines, pupils move
around the school sensibly and purposefully.
- Pupils develop a mature and sensible approach to each other. In one lesson where pupils were discussing
their residential trip, they were able to discuss and present their views fairly and with respect for each
other. All responses were valued. As a result pupils were positive and explored issues about gender and
- Pupils display a very positive attitude to learning and are keen to learn. They are proud of their school and
enjoy the activities which enrich the curriculum. For example, they appreciate the many special events,
adventure residentials, sporting competitions and outside visitors that make learning fun.
- Pupils enjoy holding roles of responsibility, such as school council representatives, and carry these out
well. They show respect for each other's views and explore options before making decisions
democratically. They say that adults listen to them at school so they feel valued.
- When pupils join from other schools, they are given ‘buddies’ to help them settle quickly. This helps them
gain greater confidence in their learning.
- Pupils are enthusiastic about the recent changes to the way homework is set. They appreciate the clear
structure and longer tasks that have been given, resulting in them completing home learning more
- The school’s work to keep pupils safe and secure requires improvement.
- School safeguarding procedures are not meticulously recorded and are not monitored robustly enough.
Not all staff have received the necessary training in order to keep pupils safe.
- Pupils are safe and feel safe in school. Pupils are clear about how to be safe when using the internet both
in school and at home.
- Pupils know how to report issues or concerns about bullying and are confident that staff at school will deal
with them fully. One pupil commented ‘we can tell anyone and they will help us’.
- Adults ensure that all first aid measures are in place and pupils are well cared for if they have a minor
accident while at school.
- While a very large majority of parents agree that the school keeps their children safe at school, some
commented on not receiving enough information about how pupils are encouraged to keep safe.
|The quality of teaching||requires improvement|
- The quality of teaching and learning across the school is too variable. Teachers do not expect enough of
the pupils in too many classes. This results in insufficient challenge so pupils do not make expected
progress, especially in reading, writing and mathematics.
- In some classes teachers have high expectations of pupils and have established positive learning
environments. This has resulted in high levels of pupil engagement and evident enjoyment. In these
classes pupils make good progress in their learning.
- Teachers do not always make the best use of teaching assistants because too often the pupils who could
benefit from additional help do not receive it. When deployed effectively, teaching assistants use their
questioning skills well and help pupils to make progress.
- Teachers have received training on how to assess pupils’ work accurately. This information is not fully
used to plan learning by all teachers to accelerate progress for individuals or groups. Where it does
happen, pupils thrive, enjoy their learning and fully participate in lessons.
- Staff new to the school have brought good skills. In one lesson the teacher skilfully used her excellent
subject knowledge to engage pupils in the learning of spellings. Pupils were interested and participated
keenly, resulting in them making good progress. However, this does not reflect the quality of teaching
overall. Often teachers do not explain the learning clearly enough or fully establish the learning points
before moving on to the next task.
- Some teachers do not choose the most effective teaching strategy or adapt their teaching to suit the
needs and abilities of the learners. Too often teachers do not give the more able pupils extended activities
to challenge their thinking or deepen their learning and understanding. As a result they spend too much
time waiting for the next activity and not working hard enough.
- Pupils are not provided with enough time to write at length or independently to fully develop their own
skills. This is preventing them from achieving higher level writing skills. This is particularly the case in
lower Key Stage 2.
- Handwriting is not consistent across the school. Some older pupils are still not using a cursive script and
this is not corrected. Where teachers model handwriting during lessons pupils take a greater pride in the
presentation of their own work.
- Pupils experience a wide range of sporting activities during the school day. Trained sports coaches teach
physical education lessons, though the quality of this teaching varies. Pupils benefit from many differing
sporting clubs before and after school to develop their team work and physical well-being. This is a
particular strength of the school.
|The achievement of pupils||requires improvement|
- Pupils start the junior school with skills and abilities that are above average for their age in reading,
writing and mathematics. Standards have been gradually declining over the last three years with pupils
achieving significantly below pupils nationally in mathematics at the expected Level 4.
- Too many pupils make less than expected progress by the end of Key Stage 2 in reading, writing and
mathematics and this is set to continue this year. Pupils are expected to make up too much ground in the
older classes. As a result not enough of them achieve the standards of which they are capable.
- Not enough has been expected of pupils during the lower Key Stage 2 years, particularly disabled pupils
and those who have special educational needs, together with lower achieving pupils. This has resulted in
the achievement gap widening for them over time.
- The achievement of disadvantaged pupils is beginning to improve because leaders are ensuring that
there is more targeted provision and tracking of achievement. This year, disadvantaged pupils are still
achieving less well in reading and writing. They make as much progress as their classmates in
mathematics and are on track to reduce the achievement gap.
- The achievement of pupils in reading is variable. They do not always enjoy the texts adults choose for
them from the reading schemes so do not develop a love of reading. This results in slower than expected
progress, especially in lower Key Stage 2 and particularly for boys.
- The most able pupils achieve well. The number of pupils that achieve the highest national 6 level in
mathematics is rising, and evidence from school data and the work seen in pupils’ books indicates that
this will continue. The most able pupils make good progress in reading but do not make enough progress
in writing. This is due to teachers not giving enough extended opportunities for pupils to develop their
skills across the school.
- The achievement of disabled pupils and those who have special educational needs requires improvement.
Although there are new and more effective interventions in place for these pupils, they have yet to make
a difference to the progress of these pupils by the end of Key Stage 2 in reading, writing and
mathematics. In some year groups the achievement of disabled pupils and those who have special
educational needs is beginning to improve because there are better tracking systems in place, together
with action plans that are effectively monitored.
What inspection judgements mean
|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
|Unique reference number||115019|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||358|
|Appropriate authority||The governing body|
|Date of previous school inspection||20 November 2007|
|Telephone number||01245 467973|
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