Barlby High School

What Ofsted said

From the inspection on 25 November 2025

Pupils at Barlby High School are happy and safe. There is a deep sense of community, and pupils are regarded as individuals. Staff understand the needs of pupils with special educational needs and/or disabilities and the barriers that some other pupils face, for example those who are known to children's social care and those who are disadvantaged. In lessons, teachers have high expectations and they work effectively to remove barriers so that pupils can access the learning and typically achieve well. Positive relationships between staff and pupils are the norm at this school. Pupils have confidence that staff respond to their concerns quickly and effectively. Pupils have a voice and they are encouraged to speak out on matters that they think are important. At social times, pupils often greet staff warmly. They are welcoming to visitors. For example, they hold doors open for adults and show good manners. There are some inconsistencies in the way some staff use the behaviour policy to address the occasional instances of low-level disruption, more typically from some older pupils. There are signs that the school's work to support pupils' attendance is beginning to have a positive impact. The school supports pupils' personal development well. Pupils learn about fundamental British values effectively and they have a secure understanding of tolerance and equality. There is a growing offer of extra-curricular clubs and sports teams for pupils to develop their interests and talents. Pupils value the responsibilities they are given because they feel they are making a difference to the school community through roles such as house captains, wellbeing ambassadors and from sitting on the school council. The school supports pupils' understanding of active citizenship by offering them the opportunity to help in the local community, for example at local community gardens, seasonal fairs and Remembrance services.

What the school should improve

• Leaders and governors should build on their recent work to improve pupils' attendance and behaviour by ensuring that policies are followed consistently by staff and that support and interventions are timely and have sustained impact.
• Leaders should ensure that recent improvements to the curriculum and teaching are further embedded so that pupils develop consistently detailed knowledge and achieve well.

Read the full Ofsted report (opens in a new tab)