|Name||Gosberton Academy Closed|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||06 July 2016|
|Address||High Street, Gosberton, Spalding, Lincolnshire, PE11 4NW|
|Number of Pupils||131 (55% boys 45% girls)|
|Number of Pupils per Teacher||27.2|
|Academy Sponsor||The Phoenix Family Of Schools Academy Trust|
|Percentage Free School Meals||13.2%|
|Percentage English is Not First Language||12.3%|
Information about this school
Gosberton Academy is smaller than the average-sized primary school. The proportion of pupils joining or leaving the school at times other than at the start of the academic year is much higher than the national average. The proportion of disadvantaged pupils, for whom the pupil premium funding provides support, is above the national average. The proportion of pupils who speak English as an additional language is below the national average. Most pupils are from White British backgrounds. The proportion of pupils who have special educational needs and/or disabilities is broadly average. The school is currently part of the Phoenix Family of Schools Trust. It was not possible for the inspector to speak to the directors of the Phoenix Family of Schools Trust during the inspection. The school is planning to join the Boston Witham Academy Federation at the start of the autumn term 2016. The school meets requirements on the publication of specified information on its website. In 2015, the school met the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have not secured consistently good teaching across the school. As a result, pupils have not reached the standards they are capable of by the end of key stage 2. Senior leaders have not rigorously checked the progress made by groups of pupils. Consequently, boys and the most able pupils are not achieving as well as they could. Not all teachers have high enough expectations of what pupils can achieve, particularly in key stage 2. As a result, pupils have not made good progress from their starting points. Pupils misspell too many words that they should know. Pupils’ skills to reason and problem solve mathematically are underdeveloped. Leaders have not ensured that all teachers apply the school’s assessment procedures to help pupils improve their work. Middle leaders have not been effective in raising standards in their subjects. The progress of disadvantaged pupils is inconsistent. Consequently, they do not reach the standards of other pupils nationally. Pupils do not have enough opportunities to investigate in science, including planning their own investigations. Leaders have not allocated all the sports premium funding, or evaluated the impact of the funding to check whether it is increasing pupils’ participation in sport. The school has the following strengths The new headteacher has had a positive impact since her arrival and pupils are now making better progress with their work. New teaching appointments have increased the proportion of good teaching. Pupils enjoy their school and focus well on their learning. They appreciate the improvements made by the new headteacher. Pupils’ behaviour is good. Pupils work well together in lessons. Children have a good start in the early years. A positive learning environment enables them to make good progress and achieve well. Phonics is taught well. As a result, pupils make a good start in learning to read.