Warrington St Barnabas CofE Primary School
phone: 01925 633606
headteacher: Mrs Penny Johnson
210 pupils capacity: 110% full
115 boys 50%
115 girls 50%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 359604, Northing: 388470
- GPS coordinates
- Latitude: 53.391, Longitude: -2.6089
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 15, 2010
- Diocese of Liverpool
- Region › Const. › Ward
- North West › Warrington South › Bewsey and Whitecross
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Warrington Hospital Unit Co Wards B10-11 WA51QG
- 0.3 miles Sacred Heart Catholic Primary School WA51NS (198 pupils)
- 0.3 miles St Alban's Catholic Primary School WA50JS (223 pupils)
- 0.4 miles Bewsey County High School WA50AD
- 0.5 miles Evelyn Street Community Primary School WA51BD (205 pupils)
- 0.5 miles Bewsey Lodge Primary School WA50AG (267 pupils)
- 0.5 miles St Gregory's Catholic High School WA51HG (965 pupils)
- 0.9 miles Hood Manor Community Primary School WA51XE
- 0.9 miles Westbrook Old Hall Primary School WA59QA (410 pupils)
- 0.9 miles Advanced Education -Thames WA51DF
- 0.9 miles Sankey Valley St James Church of England Primary School WA51XE (199 pupils)
- 0.9 miles Advanced Education - The Barn WA51DF
- 1 mile Warrington St James's CofE Primary School WA41AP
- 1 mile Latchford CofE Primary School WA41AP (206 pupils)
- 1.1 mile Warrington St Ann's CofE Primary School WA28AL (231 pupils)
- 1.2 mile Dallam Community Primary School WA50JG (245 pupils)
- 1.2 mile Chapelford Village Primary School WA53AL (406 pupils)
- 1.3 mile Beamont Community Junior School WA27RQ
- 1.3 mile Beamont Community Infant School WA27RQ
- 1.3 mile St Elphin's (Fairfield) CofE Voluntary Aided Primary School WA12GN (359 pupils)
- 1.3 mile St Werburgh's CofE Primary School WA46BB
- 1.3 mile Irwell County Infant School WA46BB
- 1.3 mile Warrington Collegiate WA28QA
- 1.3 mile Priestley College WA46RD
Warrington St Barnabas CofE
Collin Street, Warrington, Cheshire, WA5 1TG
|Inspection dates||12–13 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Achievement is good. When children start at the |
For the last three years, attainment has risen at
Disadvantaged children, those with special
The leadership of the headteacher and other
school they have skills and abilities that are below
what is typical for their age but they make good
progress throughout school due to the good
quality of teaching that they receive.
the end of Year 6 and in 2014, pupils’ attainment
overall was higher than the national average. This
picture of improving standards can also be seen in
Key Stage 1 with standards in 2014 improving to
match the national average.
educational needs and those for whom English is
not their first language, all make good progress
during their time at school. This is because of the
excellent support they get with their work.
leaders in school is good. Leaders have an
accurate view of the school’s performance and are
determined to make the school even more
| Governors play a key role in school life. They are |
The school has a strong Christian ethos and is very
Pupils’ behaviour is good. Children are polite,
The school is a happy place. Children feel safe and
The curriculum is interesting and varied and is
very well informed about the school’s performance
and provide excellent support and challenge to
effective in promoting pupils’ spiritual, moral, social
and cultural development.
courteous and proud of their school.
there are extremely good relationships between
staff and children which promotes their overall well-
being, as well as their academic achievement.
enhanced by a range of extra-curricular activities.
Provision for opportunities to play sport is a
strength of the school.
| The quality of teaching does not yet result in |
Progress in mathematics across the school is not
outstanding achievement for all pupils. Sometimes
work is not hard enough to fully challenge the
most able pupils.
as rapid as it is in reading and writing.
| Pupils do not have enough opportunities to practise |
Marking of pupils’ work does not always make it
and develop their skills in mathematics in other
clear to pupils how to improve their work. Pupils are
also not given enough opportunity to act upon any
Information about this inspection
Inspectors observed lessons or part lessons across the school.
- Meetings were held with school leaders and with five governors, including the Chair of the Governing
Body. Inspectors also met a representative of the local authority.
- Inspectors met two groups of pupils and also spoke informally to other pupils in lessons and during breaks
- Inspectors looked at the work pupils were doing in lessons and recorded in their books over time. They
listened to pupils read and talked to them about their enjoyment of reading.
- Inspectors observed the work of the school and examined a number of documents concerning pupils’
current achievement and progress, development plans and information about teachers’ performance. They
also looked at records relating to behaviour, attendance and safeguarding arrangements. Minutes of
governing body meetings were also scrutinised.
- Inspectors took account of 42 responses to the on-line questionnaire (Parent View) and also spoke to
parents informally. They also considered 15 responses to the staff questionnaire.
|Mark Williams, Lead inspector||Additional Inspector|
|Lyn Pender||Additional Inspector|
Information about this school
- Warrington St Barnabas Primary School is an average sized primary school.
- The large majority of pupils are White British. The proportion of children from minority ethnic groups is
just below average.
- The proportion of pupils who speak English as an additional language is just below the national average.
- The proportion of disabled pupils and those who have special educational needs is above the national
- The proportion of disadvantaged pupils known to be eligible for free school meals or in the care of the
local authority is above average. Additional government funding known as the pupil premium supports
- A high proportion of children do not join the school’s Reception class after their time in the Nursery when
about one-third of the children leave to go to a nearby Catholic school.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in English and mathematics by the end of Year 6.
- The early years comprises of a part-time Nursery provision and a Reception class. The Nursery class also
offers eight places for two-year old children.
- The school is part of the Warrington Teaching School Alliance and part of the SOPE Partnership, a group
of local schools delivering the School Direct teacher training programme.
- The headteacher provides support to other schools as a local leader of education (LLE).
What does the school need to do to improve further?
- Improve the quality of teaching in mathematics in order to raise achievement, in particular for the most
able pupils by:
ensuring that there is enough challenge for pupils at all times in the learning tasks in lessons
giving pupils more opportunity to use and develop their skills in mathematics in different areas of the
- Improve the quality of marking in all subjects so that pupils always know what to do to improve their work
and provide time for pupils to make corrections and act on the advice given.
|The leadership and management||are good|
- The headteacher provides strong leadership and she is supported well by the senior leadership team,
middle leaders and a highly effective governing body. Their strong leadership together has ensured that
teaching is consistently good, as is pupils’ behaviour. Staff feel proud to be a part of the school and
morale is high.
- Middle leaders have worked effectively in school and play a key role in devising action plans for their
subject and then monitoring the impact of their strategies. The school has developed leadership teams for
different areas of learning. All staff are allocated to a team and are able to contribute to planning
improvements in school.
- The school’s curriculum is broad, balanced and enhanced by a wide range of after-school clubs, trips,
residential visits and visitors to school. School provision for sporting activities is particularly strong and as
well as the traditional sports, such as football, netball and cricket, pupils can participate in many other
sports including fencing, judo and lacrosse. At the time of the inspection, the school had just finished a lot
of work to commemorate Armistice Day and a special football match had been organised with a
neighbouring school to remember the Christmas Day match that was played by opposing soldiers in no-
man’s land during the First World War.
- Pupils’ spiritual, moral, social and cultural development is promoted well through the curriculum and the
programme of assemblies. Pupils are well prepared for life in modern Britain. The school has a strong
Christian ethos and understanding and tolerance of other faiths is promoted well. Recently, pupils have
played an important part in rewriting the school’s mission statement: ‘Preparing for a positive future:
achieved through faith.’
- Pupil premium funding has been used extremely well by the school to promote the achievement of
disadvantaged pupils. The school has used this funding to provide appropriate support and intervention
and this has had a beneficial impact on the achievement of disadvantaged pupils throughout the school.
- The primary physical education and sport premium is being used effectively by the school. Funding has
been used to provide training for teachers from specialist sports coaches. It has also been used to provide
a range of after-school sporting clubs and to enable pupils to compete in sports against other schools.
This is helping pupils to lead a healthy life. For example, last year, a large majority of pupils attended a
sports club that they had never tried before.
- The local authority is confident that the school is well-led and performing well. As a result, its support has
only needed to be light-touch.
- The school’s commitment to providing an equal opportunity for all pupils is shown in the way that school
leaders closely monitor the progress of individual pupils and address any underachievement quickly by
providing extra help. The school’s provision for children with special educational needs and those for
whom English is not their first language is particularly strong. As a result, these children make good
- The school’s arrangements for safeguarding pupils are effective and meet statutory requirements.
- The governance of the school:
Governors are very effective and are a strength of the school. They are very well informed about how
well the school is doing and have high aspirations. They have a good grasp of performance data and
know how well different groups of children are performing and what the school’s priorities are.
They are fully aware of their role and ensure that they provide both appropriate support and challenge
for the headteacher. This is evident in the detailed minutes of governing body meetings which
demonstrate how governors ask relevant questions regarding all aspects of school life.
Governors regularly visit the school and, as a result, they have a good overview of the quality of
teaching. Each class has an assigned governor who works closely with the class, for example, coming in
to see them in lessons and attending their class assemblies.
Governors have a good understanding of the performance management process and how decisions
about teachers’ pay are linked to their performance.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. This was the case in almost all lessons observed, as well as at playtimes
and in the dining hall. When talking with inspectors, pupils confirmed that good behaviour is the norm.
They do say that there are a few incidents of misbehaviour but that teachers deal effectively with any
- Parents are also extremely positive about the behaviour of children in school.
- Pupils have good attitudes to learning. Most work hard and are fully engaged in lessons. This is
particularly the case when lessons capture their imagination. This was illustrated in Year 5 when pupils
used computers to research and to then record their ideas for making a balloon-powered car. There was
barely a sound in the room because they were so engrossed in their work.
- Pupils are polite and considerate. Their behaviour reflects the school’s strongly held values and beliefs that
have recently been agreed with the involvement of parents and pupils. During the inspection, the value
being highlighted was ‘compassion’ and pupils developed a very good understanding of empathising with
- The school’s work to keep pupils safe and secure is good. Pupils feel safe in school and parents confirm
this view. Pupils say bullying is rare and they would know what to do if it happened. They are confident
that the school would deal effectively with any problems.
- Pupils are aware of different types of bullying, including cyber-bullying, and can explain how to keep
themselves safe when using the internet.
- Attendance has improved and is now in line with the national average. The level of persistent absence has
also reduced. The school has recently focused on improving punctuality and this too has improved.
- All statutory requirements regarding safeguarding are met.
|The quality of teaching||is good|
- Teaching is good overall and this has led to the year-on- year improvements in children’s achievement by
the time they leave Year 6. Teachers speak very positively about how school leaders help them improve
their teaching. Any previous weaknesses in teaching have been tackled effectively by the headteacher.
- Teachers and teaching assistants all contribute to the positive climate for learning in school through the
warm, positive relationships that they have developed with pupils.
- Teaching assistants and other additional adults in class are particularly well-deployed to support pupils
with their work and they play a key role in the good progress made by pupils who need additional help.
An example of this was seen in a Year 2 lesson where pupils made good progress with their reading.
- Resources are used well to engage pupils with their work. For example, pupils in Year 6 demonstrated
good research skills using computers when they had to find out about mountain ranges around the world
and were totally absorbed in their work.
- Displays in classrooms are attractive and are used well to support children with their learning.
- The school’s marking policy is used and so pupils are given advice on how to improve their work.
However, advice and targets for improvement are not always given regularly enough. In addition,
opportunities for pupils to respond to the marking of their work are few.
- Teachers plan lessons carefully and generally work is set at the right level for pupils which results in them
making good progress. There is, at times, a lack of challenge in the work, especially for the most able
pupils in mathematics. In addition, opportunities for pupils to develop their use and understanding of
mathematics in other areas of the curriculum are limited.
- Pupils and parents are very positive about the quality of teaching in the school.
|The achievement of pupils||is good|
- Pupils’ achievement is good. In 2014, their attainment at the end of Year 6 was above the national
average in all subjects and their attainment in reading and in the English, grammar, punctuation and
spelling test was significantly higher than nationally. Attainment has risen each year from 2012 onwards
and school data indicates that this will continue next year too.
- All pupils made the progress expected of them in reading, writing and mathematics. The proportion that
made better than expected progress was also above average in all subjects.
- Most children join the Nursery class with skills and knowledge that are below what is typical for their age.
They make good progress during their time at the school.
- Attainment in Key Stage 1 had been below the national average for a number of years. However, in 2014
overall attainment improved and was broadly in line with attainment nationally. Attainment was highest in
- The proportion of pupils achieving the higher levels in reading at the end of Year 2 is similar to national
figures although the proportion is lower in writing and mathematics. By the end of Year 6, the proportion
of pupils achieving the higher levels is above average in reading and mathematics but lower in writing.
- The most able pupils make good progress and achieve well overall. However, in mathematics this is not
consistent in all classes and their progress is not always as rapid as it could be. This is because work is
sometimes not hard enough to fully challenge them.
- Children with special educational needs and those who speak English as an additional language make
good progress because of the support they are given with their work. Their individual needs are met well
through the excellent support given by teachers and teaching assistants.
- The teaching of phonics (the link between letters and the sounds they make) is effective. The proportion
of children achieving the expected standard in the Year 1 national phonics check is just below the national
- The school’s tracking system shows that for pupils currently at the school, progress in mathematics is not
as rapid as it is in reading and writing.
- Pupils enjoy reading both fiction and non-fiction books. They talk enthusiastically about which authors
- In Year 6 in 2014, the attainment of disadvantaged pupils in reading and mathematics was about one and
a half terms behind non-disadvantaged pupils in the school and around half a term behind non-
disadvantaged pupils nationally. In writing, they were approximately two terms behind non-disadvantaged
pupils in the school and one and a half terms behind non-disadvantaged pupils nationally. The school’s
own data and inspection evidence show that these gaps are now narrowing throughout the school and in
other classes the attainment of disadvantaged pupils generally is higher than non-disadvantaged pupils.
|The early years provision||is good|
- Attainment on entry to the Nursery varies but overall most children start with skills and knowledge below
what is typical for their age, particularly in the specific areas of reading, writing and mathematics. They
make good progress from their starting points to the end of the Reception Year. This is especially so of
children who join the Nursery and continue through the Reception Year. However, children who join in the
Reception class having had little or no early years education, and who then only have the benefit of one
year in Reception, are not as well prepared as their peers to start in Year 1.
- The quality of teaching is good in the early years. The school has a clear system for teaching phonics by
weaving opportunities skilfully through different areas of learning. For example when children in the
Reception class were writing party invitations, they were encouraged to use their knowledge of letters and
the sounds they make.
- Children learn well both indoors and outdoors and engage well in activities for sustained periods of time
showing good levels of interest and enjoyment. Behaviour is good.
- There is a good range of activities for children, some of which adults direct them to and some of which
children choose themselves.
- Adults interact extremely well with children to help them to develop their language skills. Children with
special educational needs and those whose first language is not English are supported very well.
- The early years leader has a clear understanding of the strengths and weaknesses of the provision and
has ensured communication with parents is good.
- Safeguarding procedures and risk assessments are all in place.
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||111299|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||230|
|Appropriate authority||The governing body|
|Date of previous school inspection||15 April 2010|
|Telephone number||01925 633606|
|Fax number||01925 241264|