The Gainsborough Charles Baines Community Primary School

Inspection of The Gainsborough Charles Baines Community Primary School Baines Road, Gainsborough, Lincolnshire DN21 1TE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good 30–31 October 2019

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What is it like to attend this school?

Pupils enjoy school and feel safe here. They say that school is a happy and friendly place and that bullying is not tolerated. Staff explain carefully to pupils how to keep themselves safe at times when they are not at school.

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What is it like to attend this school?

Pupils find lessons interesting. Pupils appreciate, and remember about, the wide range of different experiences that are on offer. During the inspection, the whole school enjoyed a visit from an author who read some of his books to the pupils. They said that this inspired them to read more. Some said they would like to be an author. Staff make sure that pupils with special educational needs and/or disabilities (SEND) are included in the experiences on offer.

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What is it like to attend this school?

In all classes, pupils listen carefully, behave well and work hard. Pupils’ attendance has improved well over the past year. Staff expect pupils to take a pride in their work. Pupils try their best to write neatly. They know that this will help them earn their pen licence. They look forward to receiving this from the headteacher in an assembly.

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better?

Leaders are ambitious for pupils. They have a clear plan for improving what pupils will learn. They want to ensure that pupils are ready for the next stage of their learning. Leaders have improved how reading, writing and mathematics are taught. All staff receive regular training to make sure that they are building on what pupils have learned before. Leaders make sure that this includes all staff who teach phonics and those who work with pupils who need help to catch up. Leaders make sure that the teaching of early reading is a priority. Teachers check which sounds pupils know. They make sure that the books that pupils read match these sounds. Reading now has a strong place in the curriculum throughout the school.

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better?

Leaders make sure that pupils with SEND receive the support that they need. Teachers adapt their lessons so that these pupils can join in with their friends. They check that this is helping them to learn. Teachers have high expectations of what all pupils will be able to do.

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better?

Leaders have checked on how the curriculum is organised. In some subjects, pupils’ learning builds on what they already know. For example, in physical education (PE), pupils can explain how they are using and improving the skills that they learned in the previous lesson. Others enjoy improving their ‘Gruffalo dance’. In some subjects, this is at an earlier stage of development. Teachers plan work so that pupils can gain new knowledge, but pupils do not always remember it well.

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better?

Pupils enjoy rich and exciting experiences. Pupils learn to play the ukulele, dance the samba and sing songs from different cultures. They find out about democracy through visiting the Houses of Parliament. Pupils value the range of clubs that they can attend during the school day or after school. Pupils discuss issues of right and 30–31 October 2019

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wrong and learn good manners. Pupils learn about different faiths and ways of life.

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Leaders have made sure that parents and carers understand that their children need to come to school every day. Attendance has improved. Pupils behave well in lessons and around school. Pupils persevere at tasks and are proud of their achievements. They can explain how they overcome difficulties. They understand the importance of being fair to everyone and accepting each other’s differences.

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Parents that we spoke with feel that the school listens to parents and helps them. Leaders ensure that parents know who they can turn to if they have concerns. Staff feel proud to work at the school.

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Children settle happily in the early years. Leaders are keen that children should gain the skills that they need at the beginning of their school life. Children learn to follow instructions and play together well. Staff plan exciting and engaging activities for the children. They make sure that children learn to hold a pencil correctly. They check that children remember the sounds that they are learning. Adults make sure that pupils have many opportunities to learn about numbers. Outside, children learn how to be adventurous and stay safe. Pupils choose some activities for themselves. Staff do not always use these activities to help children to think more deeply or practise the new skills that they are gaining.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders prioritise safeguarding. Staff understand the important role they play in keeping children safe. They receive regular training. They know how to identify pupils who may be at risk and the appropriate action to take. Leaders rigorously follow up safeguarding issues. They make sure that parents and children get the right support.

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Safeguarding

Pupils learn to keep safe in a range of situations, such as on Hallowe’en or Bonfire Night. Teachers make sure that pupils think about each other’s safety too. Governors make sure that leaders conduct background checks on adults before they start to work with pupils.

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(Information for the school and appropriate authority)

 The school’s curriculum is not yet sufficiently coherently planned and sequenced in some subjects. However, it is clear from the actions that leaders have already taken that they are in the process of bringing this about. Leaders should ensure that subject leaders check that the new plans are helping pupils to know more and remember more. They should ensure that teachers have the subject knowledge that they need. 30–31 October 2019

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 Adults in the early years do not always ensure that children have the chance to practise the skills that they are learning. They do not help children to think more deeply in the activities that they choose for themselves. Leaders should ensure that adults help children to use what they already know when they are completing tasks that they have chosen for themselves.

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How can I feedback my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feedback my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feedback my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 30–31 October 2019

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School details

Inspection number 10110089 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 18 April 2018

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Information about this school

 Since the previous inspection, four new teachers have taken up post. There have been changes in leadership and management, including the appointment of a new coordinator for pupils with special educational needs.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with senior leaders, subject leaders, governors, teachers and teaching assistants to discuss aspects of the school’s curriculum and provision.  Inspectors met with a representative of the local authority. They took account of the views of parents and pupils.  Reading, writing, mathematics and physical education (PE) were considered in greater detail than other subjects in the school. Inspectors met with leaders to discuss these areas of the curriculum, visited lessons, talked with teachers and pupils about these subjects and scrutinised pupils’ workbooks.  Inspectors reviewed a wide range of documents relating to safeguarding and the quality of education provided. They spoke with leaders, governors, pupils and staff. 30–31 October 2019

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Inspection team

Roger Sadler, lead inspector Ofsted Inspector

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Inspection team

Heather Hawkes Ofsted Inspector 30–31 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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