School etc

Barnes Farm Junior School

Barnes Farm Junior School
Henniker Gate
Chelmer Village

phone: 01245 467973

headteacher: Mr Ross McTaggart Ba Hons Npqh


school holidays: via Essex council

340 pupils aged 7—10y mixed gender
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 %

rooms to rent in Chelmsford

Schools nearby

  1. Barnes Farm Infant School CM26QH (268 pupils)
  2. 0.2 miles Chancellor Park Primary School, Chelmsford CM26PT (235 pupils)
  3. 0.9 miles The Tyrrells School CM16JN
  4. 0.9 miles The Tyrrells School CM16JN (422 pupils)
  5. 1 mile Trinity Road Primary School CM26HS (279 pupils)
  6. 1 mile The Bishops' Church of England and Roman Catholic Primary School CM16ZQ (371 pupils)
  7. 1 mile Bishop Wilson CofE Primary School CM16ZQ
  8. 1.1 mile Perryfields Junior School CM17PP (272 pupils)
  9. 1.1 mile Meadgate Primary School CM27NS (162 pupils)
  10. 1.1 mile The Boswells School CM16LY
  11. 1.1 mile The Boswells School CM16LY (1478 pupils)
  12. 1.1 mile Meadgate Primary School CM27NS
  13. 1.2 mile Perryfields Infant School CM17PP (195 pupils)
  14. 1.2 mile Nabbotts Junior School CM16XW
  15. 1.2 mile The Nabbotts Infant School CM16XW
  16. 1.2 mile Springfield Primary School CM16XW (407 pupils)
  17. 1.4 mile The Cathedral Church of England Voluntary Aided Primary School, Chelmsford CM11PA (316 pupils)
  18. 1.4 mile Anglia Ruskin University CM11SQ
  19. 1.6 mile Baddow Hall Infant School CM27QZ (210 pupils)
  20. 1.6 mile Baddow Hall Junior School CM27QZ (237 pupils)
  21. 1.6 mile The Sandon School CM27AQ
  22. 1.6 mile Essex Fresh Start CM11RE (79 pupils)
  23. 1.6 mile The Sandon School CM27AQ (1248 pupils)
  24. 1.7 mile Woodcroft Nursery School CM29UB (96 pupils)

List of schools in Chelmsford

School report


Barnes Farm Junior School

Henniker Gate, Chelmer Village, Chelmsford, CM2 6QH

Inspection dates 22–23 April 2015
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Outstanding 1
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.

Inspection team

Kim Hall, Lead inspector Her Majesty’s Inspector
Deborah Pargeter Seconded Inspector
Bob Bone Additional Inspector

Full report

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.

Inspection judgements

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
    decisions accurately.
    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
    relationships well.
  • 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 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 115019
Local authority Essex
Inspection number 461564

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
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 358
Appropriate authority The governing body
Chair Steve Andrews
Headteacher Ross McTaggart
Date of previous school inspection 20 November 2007
Telephone number 01245 467973
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