Baldwins Gate CofE(VC) Primary School

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About Baldwins Gate CofE(VC) Primary School

Name Baldwins Gate CofE(VC) Primary School
Ofsted Inspections
Headteacher Mrs Leanne Lowndes
Address Tollgate Avenue, Baldwins Gate, Newcastle-Under-Lyme, ST5 5DF
Phone Number 01782680649
Phase Primary
Type Voluntary controlled school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 164
Local Authority Staffordshire
Highlights from Latest Inspection


Baldwins Gate CofE(VC) Primary School continues to be a good school.

What is it like to attend this school?

This is a growing school where everyone is welcome. Pupils are kind, caring and considerate.

They are exceptionally polite and proud of their achievements. This was demonstrated by a pupil who waited patiently for the inspector after school, to proudly show off his homework.

Pupils are very well behaved, happy and feel safe.

They look out for each other. No learning time is lost due to poor behaviour. Pupils are highly engaged and motivated in lessons.

There are very few incidents of bullying. Pupils said, 'It just does not happen here.' Pupils have... been taught to settle disagreements themselves, but they also know that staff would help them to resolve any fall outs quickly.

Leaders have high expectations for pupils, both academically and socially. Pupils rise to these expectations. Leaders have created a curriculum that is ambitious.

For example, children in the early years to pupils Year 6 study Shakespeare in an age-appropriate way.

Pupils embrace the school's values and Christian ethos. They also talk knowledgably about different religions.

One pupil reflected that they like having people from other faiths, cultures and backgrounds in their school because, 'We like learning from them'.

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

Leaders have crafted an ambitious curriculum that is well sequenced. The curriculum allows pupils to revisit important knowledge that leaders want them to remember.

Teachers know the curriculum well and have secure subject knowledge. As a result, on most occasions, pupils' learning builds on what they already know, so they achieve well.

Leaders continue to refine and strengthen the school's curriculum in response to feedback from teachers.

Teachers regularly check what pupils can remember. However, they do not always use these ongoing checks well, to adapt the curriculum when required. This means that, at times, pupils' learning does not build on what they have learned previously.

Leaders place high priority on reading across the school. Pupils enjoy reading and can talk confidently about the range of authors and genres they enjoy. One pupil said, 'I'm reading 'Holes' because my teacher suggested it to me.

I read the first word and was hooked'. Staff read well-chosen books to the children every day. As a result, pupils develop a love of reading and are confident, fluent readers.

Children in Reception start to learn phonics as soon as they start school. There is a consistent approach to the delivery of the phonics curriculum. Leaders make sure that children who struggle to learn phonics get extra support to help them catch up with their classmates.

Staff are well trained in the school's approach to teaching the phonics curriculum. This helps children in the early years and pupils in key stage 1 to achieve well.

Pupils with special educational needs and/or disabilities are identified early.

Staff support pupils to access the same curriculum as their classmates. Well-trained teaching assistants also offer effective support in class when needed.

Pupils' behaviour across the school is exceptional.

Break times are harmonious and pupils of all ages play well together. Activities such as skipping and football keep both boys and girls engaged.

Children in the early years quickly develop strong and respectful relationships with their friends and adults.

They adapt quickly to the high expectations that leaders have of their learning and behaviour. Children understand and follow the school's routines.

Leaders carefully plan pupils' wider development.

Trips and residential visits are well thought out to build up pupils' knowledge, skills and character over time. Pupils proudly take on additional responsibilities, such as being a school councillor or a house captain, or looking after younger children in the early years. Pupils know that their opinions are valued by school leaders.

For example, they asked for more swimming opportunities, so leaders hired a full-size portable swimming pool for the playground. This allowed all pupils from Nursery to Year 6 to receive an intensive course of swimming lessons.

Governors are proud to work with the school and want the best for all pupils.

They use school priorities to inform their visits. Governors have a clear understanding of curriculum developments and challenge leaders to ensure that new initiatives are having a positive impact on pupils.

Staff said that leaders are mindful of workload and well-being.

They said they are well supported and are proud to work at the school.

Parents are very positive about the school. They appreciate the care and support their children receive.


The arrangements for safeguarding are effective.

Leaders ensure that staff receive regular training, so they can spot the signs that a child may be suffering from, or is at risk of harm.

Leaders know families well and understand the difficulties they may face.

Leaders work closely with external agencies to ensure that families get the support they need.

Through the curriculum, pupils learn how to keep themselves safe. Pupils shared how, before the holidays, they were reminded about the dangers associated with rivers, strangers and building sites.

Pupils learn how to keep safe online. They said they feel safe and happy in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, ongoing assessment is not used effectively to ensure that pupils build on what they already know.

This means that, at times, pupils do not achieve as well as they should. Leaders need to ensure that staff duse assessment to identify precisely what pupils know and remember, and then adapt the curriculum accordingly.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2012.

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