Frederick Gough School


Name Frederick Gough School
Ofsted Inspection Rating Good
Inspection Date 16 October 2018
Address Grange Lane South, Bottesford, Scunthorpe, Lincolnshire, DN16 3NG
Phone Number 01724292930
Type Secondary
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1322 (52% boys 48% girls)
Number of Pupils per Teacher 16.4
Local Authority North Lincolnshire
Percentage Free School Meals 16.6%
Percentage English is Not First Language 2.1%
Persisitent Absence 15.1%
Pupils with SEN Support 14%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school uses the following alternative providers: the Darley Centre, North Lindsey College, The Skills Centre Plus, Act Fast and Keys 7KS, depending on the needs of the pupil concerned. At the time of the inspection there were only a very small number of pupils in alternative provision. Therefore, their attendance and progress are not commented on.

Summary of key findings for parents and pupils

This is a good school Frederick Gough School is a school with a strong culture of inclusion and tolerance. The headteacher’s vision to provide the best quality education possible is shared by the staff, pupils and governors. As a result, pupils, regardless of their starting points make good progress. Departmental development plans do not always have clear and measurable success criteria related to pupils’ outcomes. The monitoring and evaluation by middle leaders of actions taken are not sharp enough. As a result, it is difficult to measure the impact of actions taken on the progress made and the standards reached by pupils. Attendance is above the national average. Attendance of disadvantaged pupils is increasing due to well-thought-through strategies, but it is still below that of other pupils. Pupils’ social, moral, spiritual and cultural education is developed well. Pupils are tolerant of other people’s views and listen to them, even if they disagree. The headteacher, ably supported by governors and the senior leadership team, is fully aware of what needs to improve even further and how to do it. Consequently, the school continues to improve. Most teachers have high expectations of what pupils can achieve and provide challenging tasks to ensure that pupils rise to those expectations. However, this is not consistently the case. Governors are effective at challenging and supporting the leadership and management of the school. Governors understand their strategic role and carry it out well to help to increase pupils’ progress. Pupils behave well during lessons and at social times. They respect the school environment and each other. The school provides a highly flexible and bespoke curriculum, enhanced by a wide range of enrichment activities. As a result, pupils are encouraged to take a wide range of subjects, which supports them to be in employment, education or further training after Year 11. Pupils, regardless of their academic starting points, make good progress.