Barwell Infant School

What Ofsted said

From the inspection on 3 July 2023

Pupils at Barwell Infant School are enthusiastic and cheerful. They enjoy learning new things. They say that working hard in mathematics 'makes you smarter'. They remember the important knowledge they have been taught. In geography, pupils sing a song to recall the names of continents. In science, they understand that roots help trees to draw up water to live and that bark protects trees from insect enemies. Staff have high expectations of pupils' behaviour. Pupils know that they need to be kind, respectful, resilient, ambitious, appreciative and a team player. Pupils get on well together. They have positive relationships with the adults in school. They are confident that the staff will keep them safe and help them to sort out any problems or worries they may have. Pupils try hard to live up to the school's motto of 'be the best you can be'. Pupils enjoy the various opportunities for responsibility they can access at the school. For example, the eco-council leads the way for caring for the school environment and the wider world. It encourages pupils to recycle, walk to school and organise a 'rags to riches' collection. Children in the early years keep their outdoor space neat and tidy.

What the school should improve

• In some lessons, the curriculum is not implemented as leaders intend it to be. Some teachers do not provide activities that meet the needs of all pupils to acquire the intended learning. When this is the case, pupils do not learn as well as they could, and some pupils do not fully participate in their lessons. Leaders must monitor the delivery of the curriculum and ensure that teachers have the skills they need to consistently provide lessons that meet pupils' needs and engage them in their learning.
• Teachers do not make the most of teaching time in every lesson. In some lessons, they miss opportunities to extend pupils' learning or give them enough time to practise and apply their knowledge. Leaders must ensure that teachers use every moment of teaching time well.
• Staff in the early years do not track which activities children have engaged in during continuous provision. As a result, staff cannot be certain which children have had opportunities to develop and practise their skills across each of the areas of learning or identify children who need targeted support. Leaders must ensure that staff check which children participate in the activities provided and use the information gathered effectively.

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