St George’s Church of England Community Primary School, Gainsborough

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About St George’s Church of England Community Primary School, Gainsborough

Name St George’s Church of England Community Primary School, Gainsborough
Ofsted Inspections
Headteacher Mrs Katie Barry
Address Lindsey Close, Gainsborough, DN21 1YN
Phone Number 01427612553
Phase Primary
Type Voluntary controlled school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 195
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

This school is an integral part of the community. Parents share that the school is not just for children but for their families as well.

Pupils talk about smiling and making newcomers feel welcome. They are polite and respectful. Pupils feel safe and develop excellent relationships with staff.

The school is a place of high aspiration for all. The vision 'reach for the stars' underpins everything in the school. Pupils are prepared for their next steps thanks to the education they receive at St George's.

The provision for pupils' personal development is the golden thread that runs through school life. Pupils take part in a range of activities related to their s...kills and interests. They learn to sew, sing and grow food on the school's allotment.

Pupils develop their character here. They take on responsibilities as members of the school and food councils. Pupils visit the local residential home to build relationships with its residents and play a part in the life of the community.

Older pupils are buddies to younger pupils, supporting them through their school experiences. Pupils celebrate one another's achievements. They applaud enthusiastically when the rewards bell rings in the dining hall signalling a pupil's success.

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

The school's curriculum is ambitious and designed specifically for the pupils at this school. In each subject, staff have worked together to identify the important knowledge that pupils will learn. They have carefully mapped out the skills and knowledge that pupils will need beyond school, from knowing how to read to knowing how to cook healthy and affordable meals.

Pupils do not yet benefit from sufficient planned opportunities to practise their writing in subjects other than English. The early years curriculum is well sequenced. Children achieve well from below-average starting points.'

Daily dashboard' lessons take place every day to help pupils remember what they have learned. Pupils build their knowledge and understanding across the subjects they study. For example, they can talk about Vikings raids of Lindisfarne in history, how to conduct a fair experiment in science and the five pillars of Islam in religious education.

Published outcomes do not reflect the current quality of the curriculum and teaching in this school. The school has taken swift action to identify and address areas for development in the teaching of the reading and mathematics curriculums. Staff have completed a range of training and talk with confidence about the positive impact this has had on their teaching.

Teachers have secure knowledge of the subjects they teach. They think carefully about the experiences they can provide pupils, as they learn the curriculum that will help the pupils to enjoy their studies and to connect what they do in the classroom with the world beyond school. In science, pupils dissect sheep hearts, in religious education they visit cathedrals and mosques.

Occasionally, the work that teachers provide does not help pupils to learn the school's ambitious curriculum goals. Sometimes, teachers, having checked pupils' understanding, do not address pupils' misconceptions effectively.

Ensuring that all pupils can read is the school's number one priority.

Teachers share with pupils how reading will help them in all aspects of adult life. A new library, prizes connected with reading, and carefully chosen texts that pupils read all help to promote a love of reading. Pupils who need extra support are quickly identified and receive effective help to develop the accuracy and fluency of their reading.

Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life. The 'Frogs' classroom is used to provide precise support to groups of pupils, including those with SEND, who are at risk of falling behind in English and mathematics. Staff use effective strategies to help pupils with SEND build their knowledge.

The school's offer to provide for pupils' personal development is exceptional. The school provides funding for parents to be included in school trips. Whole-school events, such as the 'Winter Wonderland', provide opportunities for pupils to share their learning with parents and to develop their social skills.

Pupils can explain British values and protected characteristics. They learn about, and celebrate, difference. One pupil said, 'You can be whoever you want to be at St George's.'

Pupils behave well. On the rare occasions it is necessary, the 'rainbow room' is a safe place for pupils who need a moment of space and calm before quickly returning to their learning.

Staff are proud to work at this school.

They value the training they access. Staff support one another and say that consideration is given to their well-being and workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, the work that teachers provide does not help pupils to learn the ambitious goals of the curriculum. As a result, in some instances, not all pupils leave lessons with the knowledge they need for future learning. The school should ensure that all teachers have the necessary knowledge and strategies to provide work that helps pupils to learn the knowledge and skills as outlined in the school's curriculum.

• The school has not ensured that there are consistent opportunities for pupils to develop their writing across the curriculum. This means that pupils' writing skills do not always develop as well as they could. The school should ensure that the curriculum enables pupils to learn and apply their writing skills well.

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