Bawtry Mayflower Primary School

Inspection of Bawtry Mayflower Primary School Station Road, Bawtry, Doncaster, South Yorkshire DN10 6PU

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 11 and 12 March 2025

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What is it like to attend this school?

Staff make learning enjoyable for pupils. Pupils are inquisitive and quickly settle to learn. They like making new friends. Pupils are supportive of one another and show kindness. They say that they can play with anyone during social times in this caring school.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour and achievement. Pupils achieve very well in national assessments at the end of key stage 2. Many pupils meet the high expectations the school has for their behaviour. They benefit from learning in calm and purposeful lessons.

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What is it like to attend this school?

Pupils speak with passion about the trips and visits that they go on. Pupils in Year 3 value their overnight residential. Children in Reception enjoy their visit to a local castle. The exciting range of trips and visits broaden pupils’ experience. Pupils learn about how to manage risk on these trips. For example, pupils are taught how to check for cars before they exit the coach in a safe manner. These deliberate activities help pupils develop independence. Such memorable experiences build ‘Mayflower Memories’ that pupils will cherish after they leave the school.

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

The school has made recent refinements to the curriculum. The school identifies the key knowledge it wants pupils to learn. This helps pupils to gradually develop their knowledge over time. For example, in mathematics pupils connect learning about angles to new learning about algebra. At times, the learning tasks that pupils are set in some subjects do not enable pupils to apply or explore their learning in sufficient depth.

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

Pupils at the early stages of reading benefit from effective support. Well-trained adults ensure that pupils develop their reading skills successfully. The school checks how well pupils are progressing in reading. Those who need extra support are swiftly identified. Tailored interventions ensure that these pupils keep up with their peers. Pupils enjoy reading. They are keen to discuss their favourite book and what makes it special to them. During class reading times, pupils read a range of books that help them to learn about wider topics. Pupils in Year 5 read about World War 2 and the treatment of individuals perceived as different. This helps pupils gain knowledge of history and fosters their care for others. Pupils display respect for difference.

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

Pupils with special educational needs and/or disabilities (SEND) receive effective support. This ensures that they access the ambitious curriculum. The school identifies the support pupils need, including pupils with SEND. Adults are well informed about this. For example, some pupils learn key vocabulary before moving on to new learning. This helps them develop important knowledge in advance of new learning.

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

Children get off to a happy start to their learning in early years. The warm relationships with staff help children to feel cared for. Children develop impressive vocabulary from a young age. For example, children in Reception explained how a caterpillar 'adapts' to become a 'chrysalis'. Children also develop important social skills. They share toy cars and 11 and 12 March 2025

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bikes while developing their gross motor skills. These experiences help prepare children well for their next stage of learning.

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Pupils are proud to take on different leadership roles in school. Year 6 pupils buddy with children in Reception. They support them on their visit to post a letter in a local post box. Subject ambassadors collaborate with subject leaders in the school. These pupils share ideas about their learning. For example, geography ambassadors helped to raise the profile of geography. They developed a whole school competition to create a sketch map. These rich opportunities help pupils to develop their leadership and communication skills.

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Leaders at the school are resolute in providing the best education for pupils. They have a clear view of the school’s strengths and their areas for further improvement. Governors have effective training to enable them to offer appropriate challenge. As a result, there is a relentless focus on school improvement. Adults in the school are proud to work there. They know that their workload and well-being are a priority for leaders. Adults know they are highly valued. Parents and carers appreciate the school. One parent captured the views of many when they said, ‘Bawtry Mayflower is a warm, friendly and welcoming school.’

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, in a small number of subjects, the tasks that pupils are set do not enable them to extend their knowledge as well as they could. When this happens, they do not learn aspects of the curriculum in sufficient depth. The school should ensure that it provides pupils with appropriate opportunities to develop their learning to further deepen their understanding.

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How can I feed back my views?

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. 11 and 12 March 2025

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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). 11 and 12 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 25 and 26 February 2020, under section 8 of the Education Act 2005

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Information about this school

 Since the last inspection, the school has a new headteacher. There have also been changes to the local governing body, including a new chair.  The school uses one registered alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 11 and 12 March 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, history and mathematics. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: 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.  An inspector met with the leader of personal, social and health education.  The lead inspector met with the attendance champion and other members of the

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school’s inclusion team.  Inspectors met with the headteacher, deputy headteacher and other members of the senior leadership team.  The lead inspector met with the senior learning standards and effectiveness officer for the City of Doncaster Council.  The lead inspector met with members of the governing body, including the chair.  The inspectors considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View. The lead inspector also met with some parents at the start of the school day.  The inspectors considered the views of staff shared through meetings and through their responses to Ofsted’s online survey.  The inspectors considered the views of pupils shared through meetings and when talking to them at playtimes.

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Inspection team

Andrew Gibbins, lead inspector His Majesty's Inspector

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Inspection team

David Harrison Ofsted Inspector 11 and 12 March 2025

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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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