Barry Primary School

Barry Primary School is a welcoming and inclusive institution, where pupils express happiness and pride in being part of the community. The school demonstrates effective leadership, with a curriculum in place that is well-structured and ambitious, ensuring that all pupils, including those with special educational needs, are supported to meet their educational goals. The nurturing environment fosters positive relationships among staff and pupils, contributing to a sense of safety and well-being within the school. Parents appreciate the support and care provided by the staff, highlighting the school's diverse and accepting nature. While the overall quality of education is good, there are areas identified for improvement, particularly around consistent assessment practices and behavior management among a minority of pupils.

Strengths

• Caring relationships between staff and pupils foster a supportive environment.
• Ambitious leadership drives positive changes and improvements.
• Well-structured and organized early years curriculum prepares children effectively.
• Strong emphasis on reading and effective phonics instruction.
• Inclusive support for pupils with special educational needs.

Areas for Improvement

• Inconsistent assessment practices do not always identify gaps in pupil knowledge.
• Some teachers' expectations of pupil work are not consistently high.
• Low-level disruptions in lessons occur due to inconsistent behavior management.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Barry Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 13.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.9% of pupils at Barry Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Barry Primary School had 23.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 22.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 5.7% of pupils at Barry Primary School were on SEN support (nationally 15.4%) and 4.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Barry Primary School received £6,457 and spent £6,393 for each of its 432 pupils. It ended the year with reserves of £157,000 (£364 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Northampton · West Northamptonshire local authority: places and applications

What is Barry Primary School's Ofsted rating?

The latest Ofsted rating for Barry Primary School is Good, from an inspection in June 2023.

When was Barry Primary School last inspected by Ofsted?

Barry Primary School was last inspected in June 2023.

How many pupils does Barry Primary School have?

Barry Primary School has 441 pupils on roll.

What age range does Barry Primary School cover?

Barry Primary School for pupils aged 3 to 11.

What are Barry Primary School's SATs (KS2) results?

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Barry Primary School?

Barry Primary School is at Barry Road, Northampton, Northamptonshire, NN1 5JS.