Thomas Gainsborough School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Helen Yapp.

This school is part of the Unity Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tim Coulson, and overseen by a board of trustees, chaired by Christine Quinn.

What is it like to attend this school?
<...br/>Pupils and students in the sixth form are proud of their school.

They understand the values that are at the heart of the 'Thomas Gainsborough Way'. This is reflected in their positive approach to learning and in the typically high standards of behaviour. Pupils feel safe in school.

They are taught how to stay safe and to manage risks.

Inter-house competitions are popular events. Pupils like the community spirit that these challenges promote.

Many pupils take advantage of the extensive range of clubs and after-school opportunities offered. Everyone is encouraged to join in. Achievement beyond academic studies is recognised through the 'Ribbons' rewards scheme.

Pupils wear their ribbon badges with pride. They explain enthusiastically about how they achieved them. The opportunities to become a pupil leader, such as becoming a subject ambassador, reading mentor, house captain, or to get involved in charity fundraising, are valued.

Local care home residents were delighted by the Valentine's lunch that pupils organised for them.

Pupils and sixth-form students are well prepared to take the next steps in education, employment and/or training. The careers education programme is successful in helping them to make informed choices as they move on to the next stage.

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

Leaders, governors and the trust, working closely together, are ambitious for all pupils to achieve well. In Years 7 to 9, the school ensures that the curriculum remains broad, while tailored towards pupils' needs and interests. This flexible approach provides a secure stepping stone to success and to further studies.

Ongoing improvements to support mean that most pupils with special educational needs and/or disabilities (SEND) make similar progress to their peers. Many more pupils are studying a modern foreign language at GCSE than in recent years.

Subject teams work together on a journey of continuous improvement.

The curriculum is well thought out and taught in a logical order. Pupils have many opportunities to revisit previous learning and apply it to new ideas. Important vocabulary is identified and taught.

The connections between topics across subjects are made clear. For example, in food technology, pupils learn the scientific connections between cooking food and nutritional changes. In English, pupils are reminded of the historical context of superstition and witchcraft as they explore the scenes of a Shakespeare play.

These opportunities to connect learning mean that pupils know and remember more over time.

Curriculum change is well informed by recent research and guidance. Subject teams are typically knowledgeable and up to date.

The school's special educational needs team works closely with staff to secure the help that pupils with SEND need. Teachers check regularly for gaps in pupils' knowledge and skills so that pupils can be supported to keep up.

A love of reading is well-promoted, including for students in the sixth form.

Pupils access a wide range of high-quality fiction and non-fiction texts. The 'TGS 50' provides a list of recommended reading for pupils in all year groups. Pupils who have fallen behind with their reading are helped to catch up, including by using phonics.

The school's high expectations are reflected in pupils' typically positive behaviour and attitudes to learning. The few pupils whose behaviour falls short of the expected standard are supported to improve. Attendance, which dropped following the pandemic, continues to improve.

Pupils' personal development is well promoted and is an exceptionally strong feature of the school's offer, as is the wealth of extra-curricular activities available. The personal, social and health education curriculum (PSHE) ensures that pupils understand important principles, such as staying safe, building healthy relationships, tolerance and respect. In the sixth form, students continue to build their understanding as they prepare for adult life.

Pupils are well equipped to move on to further studies, including apprenticeships. Many opt to join the growing number of students staying on in the school's high-quality post-16 provision.

While positive relationships are maintained with parents overall, a few parents, including some parents of pupils with SEND, feel that communications between school and home are not as strong as they should be.

These parents sometimes feel that their voice is unheard, or they are unclear about why decisions are taken. Improving communications remains an important development priority in school improvement plans.

The school's local governing body is skilled and experienced.

Together with the trust board, they fulfil their responsibilities to challenge and support school leaders at all levels. Governors are regular visitors to the school, checking, for example, on the quality of education and safeguarding. Leaders' approach to managing workload and well-being is appreciated by staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Communications between home and the school are sometimes not consistently as strong as they should be. This means that, occasionally, relationships can be strained because a few parents do not recognise how leaders take account of their views.

Leaders, including governors and the trust, should continue their work to improve communications further. This is so that all parents feel that their views are listened to and understand the reasons sitting beneath the decisions that are made.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in September 2017.

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