Barnes Infant Academy

What Ofsted said

From the inspection on 12 May 2026

Pupils at Barnes Infant Academy are happy, proud and independent. Pupils want to come to school and be part of the Barnes family. They seek to live up to the 'Barnes' values, including respect and positive attitudes. Pupils' enthusiasm is evident from the moment you enter the school. Pupils are safe and know how they can keep themselves safe. For example, the youngest children in early years know where it is and is not safe to play and climb. Pupils behave well and treat each other with high levels of respect. As a result, bullying is rare. Pupils are confident any bullying would be dealt with quickly and effectively by staff. In classrooms, pupils enjoy their learning. Older pupils talk with understanding about details of the Great Fire of London. Younger children in the early years accurately use their phonics knowledge to help them read unfamiliar words. Teaching typically addresses any gaps in pupils' key skills and knowledge. It prepares them well for the next stage of their education. Staff identify where pupils have barriers to learning, including those with special educational needs and/or disabilities (SEND). Appropriate support from trained staff reduces these barriers. From their starting points, most children make the progress that they should. Pupils of all backgrounds are included in all that the school does. This is evident in each classroom. The Oak room provides nurture and support tailored to the individual needs of pupils with more complex SEND needs, for example. Pupils enjoy opportunities for broader experiences beyond the classroom, such as yoga sessions, visits from faith leaders or educational visits. Due to warm relationships between staff and pupils, and effective engagement with parents and carers, pupils' attendance has improved, and pupils attend school regularly.

What the school should improve

• Leaders should ensure that highly effective teaching is embedded across all subjects and year groups so that the curriculum is implemented in line with their intentions.
• Leaders should continue their work to ensure that teachers address gaps in pupils' reading, writing and mathematics skills so that pupils achieve more highly over time.
• Leaders should embed their work with parents and carers to improve pupils' punctuality and attendance so that fewer pupils arrive late to school or are absent.

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