Gainsborough Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Gainsborough Primary School are happy and feel safe.

Pupils succeed because lessons are interesting and rewarding. They learn how to read quickly. All pupils, regardless of any special educational needs and/or disability (SEND), are included in all school activities.

Pupils behave extremely well. They are kind and helpful to each other, resulting in a caring ethos throughout the school.

Pupils benefit from well-designed lessons in many subjects such as science and mathematics.

However, in a few subjects, such as music and art, pupils find it hard to remember some important knowledge. This is because activities are not planned in enough deta...il, over time, for pupils to learn effectively. Leaders have been well trained and are using their skills to improve subjects.

The school offers a wide range of extra-curricular activities. Pupils can take part in many clubs and visits to local places of interest. They stay at residential settings that make learning very meaningful.

Pupils learn about fairness and leaders do not tolerate any bullying. Pupils welcome opportunities to take responsibility, for example being ambassadors, mentors for younger children and play leaders.

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

Leaders, governors and trust members are ambitious for pupils and determined to improve the school.

Teachers design activities very carefully in subjects such as mathematics and science. They make sure that each lesson builds on what has been learnt before. Pupils' memory of important knowledge in these subjects is strong.

A new approach to the teaching of mathematics is developing pupils' confidence. Teachers develop pupils' basic mathematical skills and then provide opportunities for them to practise these skills in problem-solving activities.

Pupils of all abilities develop reading skills quickly and show a love of reading.

We listened to pupils read with fluency and confidence. Younger pupils benefit from a well-organised, demanding programme of phonics teaching. In a few subjects, pupils' knowledge is less secure because lessons do not build as successfully on what has gone before.

Pupils enjoy a wide range of trips, visitors and extra-curricular activities, which help to bring the curriculum to life. Pupils understand and respect different faiths and cultures and celebrate religious festivals.

The behaviours and attitudes of pupils are a strength across the school.

Pupils have a range of responsibilities, and play an important role in school life. Pupils show care and concern for one another. Pupils we spoke to said that bullying is very rare or non-existent.

Pupils are articulate and appreciate the ways in which leaders and staff ensure that Gainsborough is a safe and happy school. Pupils are aware of the dangers of the internet and can explain ways in which to keep safe.

Leaders ensure that pupils are well prepared for the next stage of their education and for later life.

The levels of confidence seen as pupils get older show how successfully the school nurtures the whole child. Staff model and teach key values such as tolerance, respect and kindness. Pupils take on responsibilities by being school council members, school prefects and sports captains.

Children in the early years thrive in the excellent care of the adults who work with them. They quickly settle to a range of well organised activities. Good use is made of the interesting and challenging outdoor resources that enhance learning well.

Across the school, staff work closely with parents to ensure that there is consistency between home and school.

Leaders take staff well-being very seriously. Most staff feel well supported.

They told us they want to see every child succeed and that being part of a team was one of the reasons they enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained and know what to do if they have a concern.

Leaders contact other agencies when necessary to support vulnerable pupils. Leaders regularly review procedures and make changes if needed. For example, leaders and governors have improved their referral systems to other agencies.

This has made sure that timely support is secured for the most vulnerable pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

While the school provides a good quality of education, leaders' success in improving pupils' knowledge and understanding in some subjects has not been replicated in others, particularly music and art. This is because leaders' plans in these subjects do not enable content to be delivered sequentially and revisited as necessary to build secure understanding.