Barrowford School

What Ofsted said

From the inspection on 21 April 2026

Pupils arrive at Barrowford School ready to be welcomed warmly. Staff know families well and work to understand each child from the start. The school welcomes every child. Pupils who have had difficult experiences at previous settings find a home here. Pupils with additional needs access a specialist pathway to support their progress. Pupils feel a sense of belonging. The school's work is grounded in respect for the rights of the child. Pupils feel safe. They know trusted adults will listen to them when they have a worry. Bullying is dealt with quickly. The curriculum teaches pupils to recognise risks online and offline. When pupils need additional support with their wellbeing, the school provides trained adults and quiet spaces to help them. Pupils broaden their experience of the world through residential trips, visits to galleries and orchestras and singing events. They take on responsibilities as rights ambassadors, members of the school council and speakers at public events. They are prepared well for life in modern Britain. Behaviour across the school is variable. In some classrooms, pupils are calm and focused. In others, some pupils interrupt learning, and this is not addressed promptly. Too many pupils are not in school often enough. These pupils miss out on the learning and experiences that the school offers. Pupils are willing and capable learners. However, they do not achieve the outcomes they should. Children in the early years are not sufficiently prepared for Year 1. Results in national tests at the end of pupils' primary education have been significantly below national averages for 3 years. Pupils do not consistently secure the knowledge and skills they need as they move through the school. Those pupils capable of more find their learning does not stretch them.

What the school should improve

• Leaders should ensure the curriculum is clearly sequenced and consistently taught well so that pupils build knowledge and skills over time.
• Leaders should map knowledge and skills progressively across all 7 areas of learning in the early years so that staff have a shared picture of what children should learn day to day and over time.
• Leaders should continue to develop staff expertise in adapting the curriculum for pupils with special educational needs and/or disabilities in mainstream classrooms so that all pupils receive the same quality of provision.
• Leaders should improve pupils' attainment in reading, writing and mathematics, ensuring that all pupils make the progress their starting points allow.
• Leaders should ensure their attendance improvement work reaches all groups of pupils so that the 3-year decline in attendance and persistent absence begin to reverse.
• Leaders should ensure the school's approach to behaviour is applied consistently so that all pupils experience clear expectations and any disruption to learning is addressed promptly.
• Leaders and those responsible for governance should ensure that senior leaders have an accurate understanding of the quality of the curriculum and outcomes across all phases and that support and challenge secures improvement at pace.

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