Gipsey Bridge Academy

Name Gipsey Bridge Academy
Ofsted Inspection Rating Good
Inspection Date 22 October 2014
Address Leagate Road, Gipsey Bridge, Boston, Lincolnshire, PE22 7BP
Phone Number 01205280240
Type Academy
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 94 (54% boys 46% girls)
Number of Pupils per Teacher 18.6
Academy Sponsor Infinity Academies Trust
Local Authority Lincolnshire
Percentage Free School Meals 7.4%
Percentage English is Not First Language 0%
Persisitent Absence 4.7%
Pupils with SEN Support 22.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This rural academy is much smaller than the average-sized primary school. It has three mixed-age classes and a full-time Reception class. Almost all pupils are White British. In the last two years, a larger proportion of pupils than nationally have joined the academy partway through their primary school education. The proportion of disabled pupils and those who have special educational needs supported at school action, at less than four per cent, is well below average. Around 13% of pupils are supported at school action plus or with a statement of special educational needs, which is well above average. Few have education, health and care plans. Very few pupils, a below-average proportion, are supported by the pupil premium. This is government funding to give extra support to those pupils known to be eligible for free school meals and to children who are looked after by carers who are not their parents. In 2013 there were too few pupils in Year 6 to make a judgement on whether the academy met the government’s floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics. The school converted to become an academy on 1 February 2013, and is part of the ISIS Academies Trust. When its predecessor school, Gipsey Bridge Primary School, was last inspected by Ofsted it was judged to be good overall. Gipsey Bridge Academy has a formal partnership with Spilsby Primary School. The headteacher is the executive headteacher of both schools. All the classroom teachers are new to the academy in the last two years. A newly qualified teacher had recently joined the academy at the time of the inspection. The Key Stage 1 teacher was appointed in 2013, and the Reception teacher also joined the academy as a newly qualified teacher in 2013. One other teacher joined the academy in September 2012.

Summary of key findings for parents and pupils

This is a good school. Leaders have a very accurate view of the schools’ strengths and areas for improvement. They use this information well to ensure that teaching and pupils’ progress are continually improving. The early years work is outstanding. Children in the Reception class learn extremely well. They enjoy a stimulating range of practical learning activities. Reading skills are taught particularly well from a very early age. Pupils achieve well by the time they leave Year 6, especially in reading and writing. Some aspects of teaching are very strong, such as the teaching of phonics (the sounds that letters make) and marking in English and mathematics. Skilled and well-trained teaching assistants make a good contribution to pupils’ learning. Pupils behave well, are enthusiastic about learning and are proud of their academy. They are respectful to adults and each other as they move around the academy and play outside. Pupils say they feel safe and well cared for. They have confidence that staff will deal with any problems they might have. The academy promotes pupils’ spiritual, moral, social and cultural development well. Pupils are well prepared for life in modern Britain. The highly committed governing body has a thorough knowledge of the academy. They visit regularly to work alongside senior leaders, and provide both challenge and support to ensure improvement. It is not yet an outstanding school because : In Key Stage 2 some pupils’ mental mathematics skills, although improving, still hold them back from achieving higher standards. Pupils’ handwriting is not of a consistently high standard because teachers do not place enough emphasis on pupils forming letters correctly and developing a fluent style. Not all pupils maintain concentration in class, particularly at times when activities change. A few take too long to settle to work at such times.