A primary school in Barrow has received the results of its first Ofsted inspection since the Covid-19 pandemic, almost six years later.

The latest report on South Walney Infant and Nursery School said it continued to be rated GOOD.

The school on Amphitrite Street was described as a ‘welcoming’ place that claims a position at the ‘heart of this island community’.

The latest inspection, published on Tuesday April 30, said that pupils ‘thrive’ at the school and ‘arrive each day smiling and happy’.

The inspector found that children ‘settle quickly’ and ‘flourish’ in the school’s ‘nurturing environment’. They were described as polite and well mannered, with older pupils acting as positive role models and helping the younger children.

In the report, it said that well-structured routines are used to help pupils gain confidence and independence.

Pupils feel safe in school and know staff care about them, they find it easy to make friends and play together ‘harmoniously’. They were found to treat each other with kindness and respect, demonstrated positive behaviour and attitudes, and upheld a strong sense of pride in their community.

When the school welcomed an inspector on February 28, they found staff to be knowledgeable and teaching ‘effectively’, while pupils work hard to meet high expectations of academic success.

The school was commended for hosting a number of clubs, including yoga and singing, as well as opportunities for outdoor learning. They also broadened horizons and enhanced the curriculum by organising visits to places of interest.

The inspector found the library to be at the heart of the school as staff foster a love of reading and most pupils are confident, fluent readers by the end of key stage 1.

Ofsted reported that children with special educational needs and disabilities (SEND) are identified early and well supported to be successful in a broad range of subjects.

Most pupils were found to be achieving well in a broad range of subjects, however, in a small number of classes assessment information had failed to identify gaps in pupils’ knowledge which saw them move on to new learning before they were ready.