Scotter Primary School

Scotter Primary School

Address: High Street, Scotter, Gainsborough, Lincolnshire, DN21 3RY Unique reference number (URN): 120473

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Typically, pupils achieve increasingly well. Leaders identify clear priorities and take action when necessary. This has a positive impact on pupils' achievement. It can be seen in the increase in the number of pupils attaining the expected outcomes in reading, writing and mathematics by the end of key stage 2 over the past 2 years. Staff build pupils' key knowledge and skills effectively across most subjects, so that pupils know and remember more as they move through the school. Pupils are able to articulate their learning across many aspects of the curriculum. Pupils' achievement in writing and phonics are areas of strength.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities typically achieve well from their starting points. Staff provide targeted support to help these pupils prepare successfully for their next stage of learning. Some disadvantaged pupils do not achieve as well as they could. On occasion, leaders do not check the impact of the strategies used to help these pupils rigorously enough.

p.2

Attendance and behaviour Expected standard

Pupils enjoy attending school. Attendance rates are high. Pupils' persistent absence is significantly below national averages. Leaders closely analyse attendance data to identify patterns and trends. They use this information to identify the causes of any absence of pupils. Leaders work closely with families and other agencies to help pupils who may need additional support in attending school.

p.2

Attendance and behaviour Expected standard

Pupils feel safe in school. They behave well in lessons. Lessons are typically calm and orderly. Older pupils act as positive role models to younger pupils. Pupils generally have positive attitudes to their learning. Leaders have established clear expectations of pupils' behaviour. At times, these expectations are not applied as consistently as they could be, especially during social times. That said, the majority of pupils are respectful and engage well with staff and their peers. Pupils talk about how they apply the school's values to their lives and the importance of showing kindness to each other.

p.2

Attendance and behaviour Expected standard

Bullying is rare at the school. Staff deal with any incidents of poor behaviour effectively. Staff make thoughtful adaptations for pupils with special educational needs and/or disabilities so that they can engage positively with routines.

p.2

Curriculum and teaching Expected standard

Leaders have ensured that pupils access a broad and balanced curriculum. They understand the strengths and areas they need to improve in the curriculum and how it is taught. In most subjects, the curriculum is well sequenced. Pupils build their knowledge step by step. Leaders have further refined the curriculum to ensure that pupils are supported to make progress through each subject curriculum. In many lessons, teaching helps pupils to build their knowledge well. Staff are aware of barriers that some pupils face and adapt learning as necessary. They ensure that they use targeted support to help pupils who may require additional help and guidance.

p.2

Curriculum and teaching Expected standard

Teaching typically secures the foundations that pupils need for their later learning in reading, writing and mathematics. Phonics is taught well. Pupils who fall behind are provided with the help that they need to catch up quickly. Most teachers demonstrate secure subject knowledge. They check pupils' understanding carefully, including through the use of questioning. Staff use their knowledge of what pupils know to help shape their teaching. They carefully ensure that gaps in pupils' knowledge are addressed. Timely support is given to pupils who need extra help. Leaders recognise the need to continue to more consistently move pupils on to increasingly complex work so that they are supported to deepen their understanding further still.

p.3

Early years Expected standard

Children in the early years are prepared well to reach a good level of development by the end of the Reception Year. They make a positive start to their school life. Staff get to know children and their families before they start school. This helps children to settle quickly. They are well supported through these transition arrangements. Children’s emotional development is well supported. Staff use stories and pictures to help children talk about their feelings and behaviour. Children learn to take turns, share and solve small problems together.

p.3

Early years Expected standard

Children develop a love of reading. Staff read to children regularly. Children also benefit from a phonics programme that staff teach consistently well. They practise new sounds in carefully chosen books. Children enjoy joining in with rhymes and stories. Typically, children benefit from meaningful interactions with staff to help develop their language and communication. Leaders also prioritise the teaching of early writing. They ensure that children develop the necessary fine motor skills to shape and formulate letters.

p.3

Early years Expected standard

Leaders have identified the need to further develop the outdoor space to ensure that children's learning is developed as well as possible both indoors and outdoors. Some parents and carers would appreciate further communication from the school about their children's experiences in the early years provision.

p.3

Inclusion Expected standard

There are systems in place at the school to identify and assess the needs of pupils who may face barriers to their learning or wellbeing. Leaders work closely with external organisations to strengthen the provision for pupils with special educational needs and/or disabilities. Support for children known to children’s social care is also well considered. Leaders work collaboratively with external agencies, parents and carers. As a result, pupils feel a clear sense of belonging at the school.

p.3

Inclusion Expected standard

Pupils who require additional support receive personalised help that enables them to make progress from their starting points. Leaders carefully review the strategies that are used to ensure that they remain appropriate and support pupils' learning. Staff receive regular training to enhance their knowledge of pupils' differing needs and the barriers that pupils may face. Staff know pupils' needs and ensure that they are supported to access the full curriculum. Most staff make appropriate adaptations to teaching so that pupils successfully make progress through the curriculum.

p.3

Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils appropriately. For example, it is used to enable participation in wider opportunities. Leaders recognise the need to further improve outcomes for disadvantaged pupils. They have recently introduced strategies to address this. However, these strategies have not been in place for long enough to have the intended impact.

p.4

Leadership and governance Expected standard

Leaders know the strengths and priorities for the school. They have acted swiftly since the previous inspection to address the areas needing improvement. This work has had a positive impact on the quality of teaching and also the outcomes that pupils achieve. Leaders work well with external organisations to implement any necessary changes to the curriculum or wider life of the school. For example, they have worked closely with a teaching school about checking pupils' understanding. Leaders use established research to support any changes undertaken. They ensure that any decisions are in the best interests of pupils. Leaders are cognisant of the need to continue to embed strategies to further improve outcomes for disadvantaged pupils.

p.4

Leadership and governance Expected standard

Leaders, including governors, have a clear vision to ensure the holistic development of pupils from the moment that they start in the Reception Year to when they leave in Year 6. Consideration of pupils' wellbeing is given the highest priority. Governors are highly knowledgeable and effective in their roles. They contribute positively to the life of the school. This includes ensuring that their governance statutory duties are met, for example with regards to safeguarding. The majority of parents and carers are positive about the school and the changes that have happened since the previous inspection.

p.4

Leadership and governance Expected standard

Staff enjoy working at the school. They feel part of a team. Leaders are mindful of staff's workload and wellbeing. They ensure that staff have the support and professional learning that they need to be able to carry out their roles effectively.

p.4

Personal development and wellbeing Expected standard

Leaders have developed a coherent and well-ordered programme of personal development opportunities that extends beyond the taught curriculum. Pupils take on a range of leadership roles, including as prefects, school council members and road-safety officers. These roles help to promote pupils' understanding of responsibility and active citizenship.

p.4

Personal development and wellbeing Expected standard

A well-considered personal, social, health and economic education curriculum builds pupils’ knowledge and helps them to develop respect for differences and the cultural diversity of modern Britain. This includes age-appropriate relationships and health education, which equips pupils with the knowledge to manage risks to their wellbeing. Pupils learn how to stay safe and make sensible choices, including when online. They can explain why they should be careful about what they share online. Pupils also understand how to stay physically and mentally healthy. Children in the early years also benefit from a well-considered personal and social development programme. They are taught how to express their feelings. Leaders help pupils to think about their futures. For example, leaders have established a thoughtful and helpful careers provision. This enables pupils to talk about the different jobs that they might encounter in the future. Pupils are well prepared for life beyond school and are

p.4

Personal development and wellbeing Expected standard

supported in considering their next steps.

p.5

Personal development and wellbeing Expected standard

Pupils' development beyond the academic is an entitlement for every pupil at the school. Leaders track the impact and adapt the programme to meet pupils’ individual needs. Pupils access a range of trips and visits, including residential visits. This includes visiting historical sites and the theatre. Pupils enjoy attending the different clubs available. These include choir and coding club. Pupils have an understanding of fundamental British values and can talk about how they might apply these to their lives. Support for pupils' social and emotional development is well embedded across the school. Pupils know who to talk to if they have any worries or concerns.

p.5

What it's like to be a pupil at this school

Pupils enjoy attending this friendly and welcoming school. They know who to talk to at school if they have any worries or concerns. Pupils feel safe because they are well cared for. They recognise the different ways that they are listened to through pupil-voice activities. Pupils talk enthusiastically about how staff support them to achieve their best.

p.5

What it's like to be a pupil at this school

Pupils are polite and behave well in lessons. Classrooms are calm in the main, and the vast majority of pupils live out the values of honesty, friendship and respect. At times, the support that pupils receive connected to their behaviour is inconsistent. However, pupils are confident that any issues that they might have connected to the behaviour of others, including bullying, are resolved quickly.

p.5

What it's like to be a pupil at this school

Pupils enjoy their learning and talk with enthusiasm about what they know in a range of subject areas. Most pupils achieve well. Pupils with special educational needs and/or disabilities are supported well. Staff know pupils well. They use a range of strategies in lessons to remove barriers to pupils' learning. Children in the early years benefit from support that helps them to transition successfully to key stage 1.

p.5

What it's like to be a pupil at this school

Pupils enjoy taking responsibility, such as helping younger children and setting up playground activities. They are also proud to contribute to their community through being members of the school council and exploring ways that they can further improve the school. Pupils benefit from a range of trips and visits to enhance their learning. They talk with enthusiasm about their learning connected to these experiences. There is a clear focus across the school to support pupils' physical and emotional wellbeing. Pupils recognise this and feel that leaders and staff allow them to be themselves. They are well prepared for their next steps.

p.5

Next steps

Leaders should ensure that learning activities are consistently and appropriately demanding for all pupils, including those who are ready to work at greater depth, so that

p.5

Lead inspector:

Roxanne Fearns-Davies, His Majesty's Inspector

p.6

Team inspectors:

Martyn Skinner, Ofsted Inspector Tom Hawkins, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Facts and figures used on inspection

This data is from 10 February 2026 more pupils deepen their understanding and achieve highly across the curriculum. Leaders should ensure that the systems and strategies that have been developed to support pupils' behaviour are applied consistently by staff throughout the school day. Leaders should continue their work to improve outcomes for all pupils, including disadvantaged pupils. They should ensure that systems in place to support disadvantaged pupils are reviewed and monitored closely to ensure that they have the desired impact.

p.6

About this inspection

The chair of the board of governors in this school is Nathan Wilks.

p.6

About this inspection

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

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher and other senior leaders, members of the governing body, a local authority adviser, other staff, pupils, parents and carers.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not make any use of any alternative provision.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

national average

2024/25 (revised) 61% 62% Close to average

p.9

national average

2023/24 (final) 55% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 75% 75% Close to average

p.9

average

2023/24 (final) 73% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2022/23 (final) 69% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (revised) 70% 74% Close to average

p.10

average

2023/24 (final) 68% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2023/24 (final) 50% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

average

2024/25 (revised) 64% 63% Close to average

p.10

national average

2023/24 (final) 67% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (revised) 64% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2024/25 (revised) 55% 61% Close to average

p.11

average

2023/24 (final) 50% 59% Close to average

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2023/24 (3 term) 4.9% 5.5% Close to average

p.13

national average

2022/23 (3 term) 5.4% 5.9% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15