Samuel Barlow Primary Academy

What Ofsted said

From the inspection on 6 May 2026

Pupils feel safe, happy and cared for at this school. The start of the day is calm and organised, which helps pupils to come into school confidently each morning. Staff greet them warmly and help them to settle quickly. Pupils trust staff to listen and help them should they have any worries. Pupils generally attend school regularly. They appreciate the community feeling of the school, where people care about each other. Pupils enjoy their learning and speak positively about school. Many pupils talk with excitement about the subjects that they enjoy, such as physical education, art and design, English and computing. Staff reduce any barriers to learning that pupils may have. However, staff do not consistently help all pupils to learn successfully. This means that too many pupils do not secure the important knowledge and skills that they need to progress as well as they should. Pupils typically behave well. They follow clear routines and understand what staff expect of them. Most lessons are calm and purposeful. Pupils show kindness towards each other and help their classmates if they become upset. Bullying is rare. If it does happen, staff deal with it quickly and fairly. At break and lunchtimes, pupils play happily together. They choose from a range of activities, including active games and quieter play. Some pupils occasionally find it difficult to manage their own feelings. Staff give these pupils highly effective support, so that they can quickly return to their learning. Pupils access a wide range of clubs, trips and special events. These experiences help them build confidence, teamwork and independence. Older pupils take on additional responsibilities and help their younger peers, when they need support. Children in the early years feel especially secure and happy. Adults know them well and care for them closely, which helps children to feel confident as they begin school. Children enjoy learning through play in a calm and welcoming space.

What the school should improve

• Leaders should ensure that teachers consistently identify and swiftly address gaps and misconceptions in pupils' knowledge.
• Leaders should ensure that all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, make suitable progress from their starting points and are well prepared for the next stage of education.
• Leaders should ensure that their attendance strategy continues to reduce levels of persistent absence, particularly for pupils who are disadvantaged and those with SEND.

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