Gainsborough Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils recognise and celebrate the diverse and rich community at Gainsborough Primary School.

They enjoy warm and respectful relationships with staff and are polite and friendly to visitors. Pupils feel listened to and are kept safe.

Pupils are empowered to develop their leadership skills by taking on different roles and responsibilities.

They learn about issues that directly affect their community and raise money to support different charities.

Pupils behave well because their teachers expect them to do so. Pupils display positive attitudes to learning and support one another to concentrate and work hard.

On the rare occasions bullying happ...ens, it is dealt with quickly and effectively by leaders.

Pupils regularly come together with their families and friends through events, such as the Summer Fair, Carnival, Chinese New Year and Bonfire Night. They participate in a range of musical workshops and performances organised with local partners.

Pupils are expected to work hard. They access an exciting and varied curriculum and produce work of high quality in different subjects. This typically enables them to feel more confident and prepared for what they will learn next.

What does the school do well and what does it need to do better?

Leaders have ensured there is an ambitious, broad and balanced curriculum that meets national expectations. In many subjects, leaders have identified the component knowledge pupils need to learn. This is typically well sequenced, so that pupils revisit and embed important ideas.

This prepared them well to learn more complex concepts later on. For example, in science, children in Nursery learn to identify some plants and their key features. This lays the foundation for pupils learning how seeds need water to grow.

Older pupils use this knowledge when learning about the life cycle of flowering plants. Similarly, in mathematics, children in early years build their knowledge of number, pattern and shape. They practise different mathematical strategies that supports them, later on, to solve increasingly complex problems and explain their reasoning.

However, in some subjects, curriculum design is not as precise. The key ideas leaders expect pupils to understand have not been as well defined. In these instances, teachers do not focus as consistently on the most important concepts.

This means pupils do not secure the required knowledge to be fully prepared for the next phase of their learning.

A systematic approach to reading is in place. Staff are well trained and implement the agreed phonics programme with fidelity and precision.

Pupils practise reading with carefully selected books that match the sounds they have learned. This helps pupils to read with increasing accuracy, fluency and confidence. Pupils across the school develop a love of reading.

The curriculum is designed to introduce pupils to a diverse range of authors that enhance pupils' understanding in different subjects. Pupils like reading and being read to. They enjoy talking about their favourite authors and books they have read.

Effective mechanisms are in place to identify and support pupils with special educational needs and/or disabilities (SEND). Their needs are well communicated with staff. This helps teachers to make appropriate adaptations to support pupils to access the planned curriculum.

For example, in physical education, pupils with SEND practise throwing and catching using larger balls.

Pupils behave well in lessons and around the school. This is because staff know pupils well and promote positive behaviour.

For pupils who need additional support to regulate their behaviour, staff have been well trained to use strategies, such as reducing sensory stimulation.

Pupils' broader personal development is a strength. The curriculum is designed to help pupils learn about a range of religions and faiths as well as different types of families and relationships.

Pupils develop their interests and talents through a range of additional activities, including art, drama, music, football, athletics, swimming and cycling. Pupils enjoy the opportunity to take on extra responsibilities through roles on the school council or as 'reader rangers', sports ambassadors or playground and recycling monitors.

Leaders, including those responsible for governance, understand and fulfil their statutory duties effectively.

They understand the school's strengths and have identified the right priorities to improve further. Staff feel well supported by leaders to manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding procedures are robust and rigorous. All staff are well trained in knowing what and how to report concerns. Leaders maintain effective records that allow them to track and follow up on any concerns and referrals made.

They meet regularly and work with local support partners to ensure pupils and families receive the help they need.

Pupils learn about how to keep themselves safe online and in the community, including the importance of maintaining healthy lifestyles and relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the concepts pupils need to learn have not been clearly identified.

As a result, teachers do not consistently focus on the most important knowledge that pupils need to secure. Leaders should ensure they identify the component knowledge they expect pupils to learn across the curriculum. This will better enable staff to help pupils develop a deep body of knowledge in different subjects.

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