Baldwins Gate CofE(VC) Primary School

Baldwins Gate CofE(VC) Primary School

Address: Tollgate Avenue, Baldwins Gate, Newcastle-Under-Lyme, Staffordshire, ST5 5DF Unique reference number (URN): 124290

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Pupils consistently achieve well across the curriculum from their starting points. They develop a hunger to learn. By the time they are in Year 6, they gain a wide body of knowledge that prepares them well for secondary school. In particular, pupils who are disadvantaged or have special educational needs and/or disabilities thrive. They make impressive progress from their starting points.

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Achievement Strong standard

Pupils gain important foundations for learning in English and mathematics. They secure this knowledge quickly, for the most part, by the end of key stage 1. For example, many key stage 1 pupils learn a cursive handwriting script because they have firmly secured accurate letter formation.

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Achievement Strong standard

Pupils achieve consistently well in national tests. Year 6 pupils’ achievement in national tests is especially impressive. In Year 1, pupils achieve high scores in phonics. Results in 2025 were lower due to new pupils arriving in school mid-year.

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Attendance and behaviour Strong standard

Leaders foster a culture of prioritising regular attendance. They ensure that the need to attend well is emphasised to parents, carers and pupils. As a result, pupils attend very well. In the small number of cases where pupils are not attending well, leaders get to know any underlying causes of this. They act rapidly and decisively to address these. Consequently, any poor attendance remains short term due to the strategies the school employs.

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Attendance and behaviour Strong standard

Behaviour is very positive around the school. Pupils quickly develop very positive attitudes to learning. They are kind and considerate of others. There is a culture of politeness and respect here. Pupils develop a clear understanding of expectations because staff make these very clear. Bullying and discriminatory behaviour are extremely uncommon and are dealt with decisively and rapidly when they do occur. Similarly, incidents of poor behaviour are rare. Pupils and parents confirm this is the case. There is rarely any repetition of unwanted behaviour. This is because staff make sure that pupils understand how to improve their behaviour where necessary.

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Attendance and behaviour Strong standard

Leaders provide pupils who struggle with their behaviour with a range of effective support. This enables them to improve their behaviour and engage fully in school life.

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Curriculum and teaching Strong standard

Leaders have carefully crafted a very well-considered and sequenced curriculum. It starts in the early years. Over time, leaders have astutely refined the curriculum so that it meets the needs of all pupils, as well as providing extra challenge where necessary. Staff are very adept at delivering the curriculum. They carefully structure learning so that pupils learn important knowledge and vocabulary over time. They make regular checks in lessons to ensure that this is the case. Leaders ensure that staff focus on pupils securing important foundations for learning. For example, in mathematics, teachers make sure pupils regularly practise mathematical calculations and then use this information to reason. In English, leaders make sure that staff focus on important spelling, handwriting and punctuation skills from the beginning. Phonics is particularly well delivered and embedded in lessons. Leaders place books and reading at

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Curriculum and teaching Strong standard

the heart of all learning. Staff use interesting texts well throughout the curriculum.

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Curriculum and teaching Strong standard

Staff make sure that any pupil with a barrier to their learning is a priority. Staff are skilled in making thoughtful adaptations to learning where necessary. They provide additional time and explanation to these pupils to support them to learn well.

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Early years Strong standard

Leaders make learning in the early years a priority. The early years is a hive of productive activity. Staff understand and nurture children. They form highly effective relationships with children and their families from the start. Children quickly settle into school routines. Nursery children play and learn very well alongside those in Reception. Children sustain interest in their chosen activities, enabling them to learn through their activities. They cooperate well in order to carry out tasks. For example, children worked together to attach a hosepipe to a tap to fill containers with water.

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Early years Strong standard

The early years curriculum is engaging and challenging. Staff make sure that children make the most of activities both indoors and outdoors. There is a real focus on developing children’s language and communication skills. Every moment is an opportunity for this. For example, staff develop children’s language in the ‘snack café’ by discussing how different foods taste.

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Early years Strong standard

Because staff get to know children quickly, they identify children who require additional support and make their needs a priority. Staff engage in high-quality interactions with children in learning activities. They use commentary well to develop and secure children’s learning. Children develop very well personally, socially and in their learning. They are very well prepared for Year 1.

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Inclusion Strong standard

Determined leaders make sure the needs of pupils with special educational needs and/or disabilities (SEND), those who are known or previously known to children’s social care, disadvantaged pupils and those who face other barriers to their learning are a high priority. Leaders ensure that staff get to know these pupils and their specific needs very well. These pupils feel heard. Staff are advocates for them. They understand how to support pupils' needs swiftly and effectively. For example, pupils who may have SEND are carefully monitored for a short period. Staff then develop ‘individual support plans’ for those who need them. They use these plans to provide just the right support for pupils with SEND so they make very positive progress from their starting points.

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Inclusion Strong standard

Leaders use funding for disadvantaged pupils highly effectively. Tried and tested systems and strategies ensure that any barriers to learning these pupils may have are removed. Leaders personalise the support provided to these pupils. They carefully monitor the impact of this work so that it is of maximum benefit.

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Leadership and governance Strong standard

Leaders are passionate about getting the very best from pupils, regardless of their background or need. They have a detailed and precise understanding of the school. They use this information skilfully and wisely to ensure that any necessary tweaks to provision have the maximum benefit. Pupils are always at the centre of all decisions made. Staff are also committed to this ethos of high ambition. Staff feel valued and understood. Leaders are mindful of their workload and wellbeing. One member of staff summed up the views of many when they stated, ‘The headteacher and other leaders are a collective support to not only all pupils but myself as a staff member. Their school vision and ethos is centred around bringing the best out of their pupils and staff family.’

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Leadership and governance Strong standard

Leaders make sure that staff receive suitable professional learning that meets both their needs and the needs of the school well. Professional learning is highly effective and based on current educational research. For example, work on neurodivergent-friendly classrooms is enhancing provision for pupils with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Governors are knowledgeable, well informed and skilled at carrying out their role. They carry out activities diligently and effectively, which ensures that the school continues to improve at a pace. Parents feel included and engaged in school life. They feel that this is a small school at the heart of the community. One parent’s comment summed up many views when they stated, ‘It’s a very special little school.’

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Personal development and wellbeing Strong standard

Leaders prioritise pupils' personal development. The extensive programme of learning follows a logical sequence. It builds pupils' sound understanding of topics such as healthy relationships and staying safe, including when online. Leaders carefully monitor pupils’ learning to make sure that they securely develop relevant knowledge and skills.

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Personal development and wellbeing Strong standard

Leaders make sure that pupils understand fundamental British values. Pupils discuss these regularly in class and assemblies. Pupils develop tolerance and respect for those who are different to them. They say, ‘It is important to treat people fairly.’

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Personal development and wellbeing Strong standard

Leaders promote ‘awe and wonder’ through wider experiences offered to pupils. From the early years, children engage in a range of learning outdoors. Leaders are committed to extending pupils’ horizons outside of the local area. Pupils benefit from visits to cities such as York and London. These experiences are not only planned to enhance pupils’ education, but also to develop their confidence, resilience and teamwork. Leaders encourage pupils to consider ‘big questions’ throughout the curriculum. These discussions promote, develop and deepen pupils’ social, moral, spiritual and cultural understanding.

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Personal development and wellbeing Strong standard

There is a wide array of clubs available before, during and after school. These include drama, art, music and sports. Leaders make sure that there is something for all. They ensure that there are no barriers to pupils attending. They listen carefully to pupils' requests for additional clubs. Pupils’ musical talents are particularly well considered. Every year group learns an instrument. Different year groups learn instruments such as the glockenspiel, recorder, brass instruments and the ukulele.

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Personal development and wellbeing Strong standard

Leaders have developed a highly effective pastoral programme underpinned by nurturing and trusting relationships. Staff take action to provide responsive care and attention to those who need more tailored help.

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Personal development and wellbeing Strong standard

This particularly cohesive and well-thought-out personal development offer ensures that pupils are very well prepared for their next steps and later life.

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

This is a school filled with love, joy and perseverance. These Christian values permeate the school’s work. Leaders have firmly established a culture where each pupil is valued and cared for. Staff get to know every pupil very well. This ensures that any potential barriers to learning are understood and addressed effectively. All pupils are important and included here.

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

Pupils buzz with enthusiasm to learn and participate in school life. They say, 'We feel very lucky to be in such a lovely school.' Consequently, pupils fulfil leaders’ aim for them to ‘let your light shine’. They achieve very well across the curriculum and in national tests. This prepares them well for their next stage of education. Parents almost unanimously agree. One comment was typical of many when they stated, ‘We genuinely feel that the staff know my child as an individual and always have their best interests at heart.’

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

There is a particularly harmonious atmosphere across school. Pupils learn and play positively with their peers. There is a clear spirit of cooperation. Pupils thrive through learning together. They say they behave well because they want to learn. Relationships are warm, positive and constructive. Leaders and staff deal with any friendship issues or potential bullying swiftly. Pupils attend well because they know that every minute matters in school.

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

Leaders provide pupils with a wide range of trips and residentials that supplement the curriculum. Leaders have carefully considered how these experiences will enhance pupils’ learning and personal development. For example, residential experiences start in Year 2 and carefully craft pupils’ independence and self-care skills. Pupils speak with confidence and knowledge following educational visits. For example, they can explain how a visit to a military museum had deepened their knowledge of aircraft design, which supported their learning about the Second World War.

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Next steps

Leaders and those responsible for governance should ensure continued improvement to the curriculum and its implementation so as to have a transformational impact on the

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Lead inspector:

Barry Yeardsley, His Majesty's Inspector

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Team inspectors:

Kerrise James, Ofsted Inspector Jay Hart, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

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Total pupils

achievement of all pupils, particularly those who are disadvantaged.

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About this inspection

The chair of the board of governors in this school is Liz Allen.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with school leaders, including the headteacher, deputy headteacher and other leaders, during the inspection. The lead inspector spoke with members of the governing body, including the chair of the governing body. He spoke with a representative of the local authority and a representative of the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Lichfield. Its most recent section 48 inspection was in November 2022.

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About this inspection

The school uses no alternative provision.

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 77% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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