Ofsted conducted a visit to Repton Primary School on October 6, 2020, to assess the school's response to the reopening following the COVID-19 pandemic. The visit was part of a broader initiative to understand how schools across England were managing the return to full education after an extended period of disruption. The visit was not an inspection, and no graded judgments were made. Instead, it focused on gathering information to inform national reporting and future policy.
During the visit, the headteacher, Steve Tague, and the deputy headteacher were interviewed to discuss the school's actions since the full reopening on September 3, 2020. The school had implemented a phased return for Reception class students, who started on a part-time basis for the first two weeks. Attendance levels were reported to be in line with the school's typical figures for this time of year, although the Year 6 class was self-isolating due to a previous exposure.
The school prioritized subjects such as personal, social, and health education, as well as art, during the initial weeks of the term. Following this period, the curriculum expanded to include all subjects, with teachers planning lessons around a central book to integrate various subjects. Physical education and religious education were taught separately, and the new curriculum approach was set to be fully implemented in the spring term of 2021.
Assessments were conducted to identify any gaps in phonics knowledge among Year 1 students, with a strong emphasis on phonics and reading as priorities for the school. Teachers carried out informal assessments to gauge students' starting points, and some formal assessments in mathematics were also conducted. This information was used to provide additional support to students who were struggling with specific concepts.
The school was also providing remote learning for Year 6 students who were unable to attend in person. This remote learning included all subjects that students would have been studying if they were present at school. Plans were in place to train all teachers in delivering this remote learning effectively, ensuring that all students could access it if needed in the future.
Overall, the visit did not reveal any significant concerns regarding the school's operations during this challenging period. The information gathered will contribute to Ofsted's national reporting, helping to share insights with the government and the education sector. The headteacher expressed gratitude for the opportunity to contribute to this important national work, highlighting the value of the shared experiences in informing future educational policies. The letter summarizing the visit's findings was shared with relevant stakeholders, including the chair of the governing body and the regional schools commissioner, and it will be published on the Ofsted website for public access.
