The Donington-on-Bain School

Inspection of The Donington-on-Bain School Main Road, Donington-on-Bain, Louth, Lincolnshire LN11 9TJ

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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 Previous inspection grade Good 21 and 22 May 2024

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What is it like to attend this school?

The Donington-on-Bain School is a school where pupils flourish. Pupils are given opportunities to develop their understanding of the world and each other. The school has established a ‘nature school’, which all pupils access as part of their learning. Through the ‘nature school’, pupils have the opportunity to explore the outdoors and the surroundings of the school, while developing skills such as how to cook on a campfire and building shelters.

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What is it like to attend this school?

The school has high expectations of all pupils. Most pupils live up to these expectations. Pupils are enthusiastic about attending school. They talk positively about the care that is shown to them by staff. The school ensures that pupils’ well- being is at the heart of all that it does. Pupils know that they can talk to any staff member if they have any worries or concerns.

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What is it like to attend this school?

Older pupils are able to take on leadership roles. Year 6 pupils enjoy leading the school council. They act as positive role models for younger pupils. Parents and carers value being part of the school community. One parent echoed the views of many when they stated, ‘The school has gone above and beyond for my child. I would recommend the school to everybody.’

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better?

The school has recently introduced a new curriculum. For some subjects, such as mathematics and English, staff have carefully sequenced the curriculum so that pupils develop their knowledge over time. Pupils are given the opportunity to revisit their learning. Teachers use questioning to help identify and address pupils’ misconceptions. As a result, in these subjects, pupils remember their learning and deepen their understanding. The school has ensured that pupils quickly become confident mathematicians and talk positively about their learning. In some subjects, the important knowledge that pupils should learn has not yet been identified in sufficient detail. This means that, in these subjects, pupils struggle to recall their learning.

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better?

Children in the early years get off to a good start with their reading. They learn to read new sounds in a logical order. Teachers help them to practise and build on what they already know. Pupils take home books that match the sounds they have been learning. Support is in place for pupils who need it. This helps them to keep up with their peers. Older pupils talk about their favourite books and authors. The school is beginning to develop different strategies to help older pupils to improve their reading stamina and fluency.

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better?

The school has recently developed the provision for children in the early years. Children access an environment that supports their social and emotional development. They benefit from high-quality interactions with staff in the early years. This helps children to improve their communication skills. 21 and 22 May 2024

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The school takes a caring approach to supporting pupils with special educational needs and/or disabilities (SEND). Pupils’ needs are promptly and accurately identified. Staff provide reassurance to pupils with SEND so that they feel comfortable and confident in the classroom. On occasion, staff do not have the information and strategies they need to adapt the curriculum to meet the needs of all pupils. They do not consistently provide pupils with the precise help they need to build their knowledge of the curriculum.

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Behaviour around the school is calm and orderly. Pupils are positive in their approach to learning. The school works with outside agencies to ensure that teachers receive the appropriate training and strategies to effectively support the small minority of pupils who need extra help to regulate their behaviour.

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The school has a well-sequenced personal, social, health and economic education curriculum. Pupils are able to recall their learning connected to healthy lifestyles and relationships. Pupils in key stage 2 complete annual first-aid training. Pupils benefit from visits to places connected with their learning such as museums and aquariums. Pupils hear from visitors who share their expertise, including an explorer who had visited Antarctica and members of the local community. Pupils are able to talk confidently about the importance of treating people equally and the protected characteristics. Pupils are not yet as confident when talking about different cultures and world faiths.

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The governing body supports and challenges the school effectively. Governors are active in their roles and understand the school’s strengths and priorities. Staff are proud to work at the school. They value the fact that their workload and well-being are prioritised. Staff say there is a ‘family feel’ to the school. They support each other in order to ensure that pupils are given every opportunity to thrive.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school has not clearly identified the precise knowledge that pupils need to learn. This means that some teachers do not have a sufficient overview of how pupils’ learning should build cumulatively over time. In turn, pupils are not able to develop a rich understanding of these subjects. The school should ensure that it is very clear what needs to be taught and how knowledge should build over time.  In a small number of subjects, some teachers do not always adapt the curriculum to meet some pupils’ needs. When this happens, some pupils do not learn as much as they could and do not achieve highly. The school should continue to 21 and 22 May 2024

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ensure that all staff are able to confidently adapt the curriculum to the needs of individual pupils.

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How can I feed back my views?

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

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How can I feed back my views?

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

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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 ’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 May 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 10 October 2018, under section 8 of the Education Act 2005

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Information about this school

 The school provides on-site before- and after-school care for pupils.  The school does not use any off-site providers of alternative education.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality if a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the lead inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 21 and 22 May 2024

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 Inspectors carried out deep dives in reading, mathematics and music. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke to teachers and pupils, and looked at samples of pupils’ work.  Inspectors also discussed the curriculum and looked at samples of pupils’ work for history and met with the curriculum leader for computing.  Inspectors met with the headteacher, subject leaders and teachers. Inspectors met with leaders with responsibility for pupils with SEND, behaviour and attendance, and personal development.  The lead inspector listened to a sample of pupils reading aloud to a familiar adult. Inspectors also met with groups of pupils from across the school.  The lead inspector met with governors, including the chair of the governing body. She also spoke with a representative from the local authority.  Inspectors considered the responses to Ofsted’s online questionnaire, Ofsted

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Parent View, and the results of the Ofsted staff survey.

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Inspection team

Roxanne Fearns-Davies, lead inspector His Majesty’s Inspector

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Inspection team

Jon Brown Ofsted Inspector 21 and 22 May 2024

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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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