Boston Pioneers Free School Academy

Inspection of Boston Pioneers Free School Academy Fydell Crescent, Boston, Lincolnshire PE21 8SS

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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

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The headteacher of this school is Jo Bland. This school is part of Voyage Education Partnership multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Emma Hadley, and overseen by a board of trustees, chaired by Chris Penney. 20 and 21 May 2025

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What is it like to attend this school?

This is a school where care and support for pupils and their families are at the centre of every action that staff take. Pupils are encouraged to be ‘pioneers’, and they show respect and kindness to each other in abundance. The school ensures that pupils, including those who join at points other than the beginning of the academic year, feel welcome. The school’s motto encourages pupils to ‘reach for the stars’. Pupils talk about their aspirations and how the school supports them to ‘dream big’.

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What is it like to attend this school?

The school has high expectations of all pupils. Most pupils rise to these expectations. Pupils are polite and respectful. They spend their time in a positive and calm environment. Pupils feel safe. They know who to speak to if they have worries or concerns. Pupils live out the school’s values of ‘resilience, excellence, ambition, care and honesty’. They are able to talk about the values and their importance in the wider world.

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What is it like to attend this school?

Staff are committed to helping every child reach their full potential. This includes ensuring that they have access to a range of experiences beyond the classroom. Pupils enjoy and benefit from trips to broaden their horizons and clubs to develop their talents and interests.

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

The school’s curriculum is ambitious and identifies the important knowledge that pupils should learn and in what order. Teachers have secure subject knowledge. The school has improved the curriculum in response to some low published outcomes in 2024. The revised curriculum helps pupils to recall previous learning much more effectively. Pupils who join the school outside of typical transition points, or who have little understanding of the English language, are very well supported. They make good progress through the curriculum from their starting points.

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

The school prioritises reading and ensures that pupils understand its importance. One pupil, typical of many, said, ‘We know that reading is important for our future.’ Staff are suitably trained to implement the school’s phonics curriculum. Books are matched to the sounds that pupils know. Pupils are able to talk about their favourite books and authors. Many pupils speak English as an additional language. They are supported well through the school’s ‘language lab’. These pupils, and any others who have fallen behind their peers, receive personalised support to ensure that they develop the key skills and vocabulary they need in order to read accurately and fluently.

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

In most subjects, the school checks pupils’ understanding and addresses any misconceptions that arise. This is particularly effective in English and mathematics. The school’s approach to writing has recently improved and is now more ambitious. Children in the early years benefit from meaningful opportunities to practise letter formation and transcription skills. However, pupils in key stages 1 and 2 do not routinely benefit from high-quality opportunities to develop their writing skills across the curriculum. As a result, pupils do not develop their writing stamina as well as they could. Their work sometimes 20 and 21 May 2025

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includes errors in spelling, punctuation and grammar that teachers do not consistently address.

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Pupils with special educational needs and/or disabilities (SEND), including in the early years, are very well cared for. Staff identify pupils’ needs accurately and provide appropriate support. Often, additional adults in classrooms support pupils with SEND well. At times, staff do not adapt their teaching precisely enough for pupils to ensure that pupils with SEND achieve the best possible outcomes. Occasionally, adult support does not provide pupils with opportunities to learn independently and practise applying their learning in new contexts.

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Behaviour around the school is calm. Pupils interact well with each other. One pupil summarised the views of many, stating, ‘We may all be from different backgrounds and many of us speak different languages, but at school we are all pioneers.’ This is testament to the work that the school has undertaken to ensure that pupils recognise the importance of kindness and respect. Most pupils show a clear understanding of fundamental British values and different cultures.

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Staff provide strong pastoral support. The school has been tenacious in its actions to improve attendance. Staff work with families to help remove any barriers that may prevent pupils from attending school. Pupils’ attendance has improved.

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Leaders are driven by a clear moral purpose and ensure that pupils, regardless of their starting points, flourish both academically and socially. Staff at all levels feel well supported by the school and the trust. Trustees recognise the uniqueness of the school and have ensured that the school is resourced effectively to give pupils the best opportunity to be successful.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not ensured that pupils benefit from meaningful opportunities to develop their writing skills across the curriculum. As a result, some pupils do not develop their writing stamina as well as they could, nor do they consistently produce writing of a high quality, including using the appropriate spelling, punctuation and grammar. The school should ensure that there are high-quality opportunities for pupils to develop and improve their writing across the curriculum.  At times, staff do not make precise adaptations to their teaching, and pupils too often rely on adult support. This means that some pupils do not learn with independence or develop their understanding as successfully as they could. The school should ensure 20 and 21 May 2025

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that it supports staff to adapt the curriculum effectively in order to meet the needs of all pupils.

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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.

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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). 20 and 21 May 2025

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School details

Date of previous inspection 22 January 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Voyage Education Partnership.  The school does not make use of any alternative provison.

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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. 20 and 21 May 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives into early reading, mathematics, history, and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with teachers, spoke with pupils and looked at samples of pupils’ work.  Inspectors also considered the curriculum in relation to religious education, English and geography.  Inspectors met with the headteacher, senior leaders, subject leaders, teachers and support staff.  The lead inspector met with leaders from Voyage Education Partnership multi-academy trust, including the chief education officer.  The lead inspector met with representatives of the board of trustees, including the chair.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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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.  Inspectors examined a range of school documents relating to behaviour, attendance and governance, as well as the school’s self-evaluation and the school’s development plan.  Inspectors considered the responses to the online survey, Ofsted Parent View, and Ofsted’s online survey for staff.

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Inspection team

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

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Inspection team

George Huthart Ofsted Inspector 20 and 21 May 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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