Bottesford Junior School, located in Scunthorpe, Lincolnshire, has undergone an ungraded inspection to assess its current performance and effectiveness. The inspection, conducted on 29 and 30 October 2024, revealed that while the school has maintained some strengths since its last graded inspection, there are notable areas requiring improvement. The school is recognized for its high expectations for all pupils, including those with special educational needs and disabilities. This commitment is particularly evident in subjects like English and mathematics. However, weaknesses in the curriculum and its delivery hinder pupils from developing a comprehensive understanding of various subjects.
Pupils express happiness in attending this nurturing school, where respectful and trusting relationships between adults and students are evident. The school promotes values such as respect, community, enthusiasm, environment, and kindness, contributing to a positive atmosphere. Behaviour among pupils is commendable, with them being polite and supportive of one another. They actively engage in class discussions and demonstrate a willingness to participate in school activities.
The curriculum offers opportunities for pupils to learn about safety, including internet safety, and encourages them to take on various responsibilities within the school. For instance, pupils participate in voting for members of the school’s ‘Thomson Team,’ who serve as ambassadors. They also enjoy educational visits that enhance their learning experiences, such as a trip to the Visual Arts Centre for self-portrait creation.
Despite these strengths, the school faces challenges in refining its curriculum. While mathematics has clear expectations for pupil knowledge, other subjects are still in the process of development. The lack of clarity regarding essential knowledge in these subjects complicates teachers' ability to design effective learning activities, resulting in gaps in pupils' knowledge over time. Furthermore, the school does not effectively utilize assessment information to inform teaching practices, which can lead to unaddressed gaps in pupils' understanding.
The school has made strides in supporting reading development, ensuring that staff are trained to help pupils progress in their reading skills. There is a structured approach to monitoring pupils' reading abilities, with additional support provided to those who may fall behind. The school also has systems in place to identify and support pupils with special educational needs, although the limitations in assessment practices can affect their progress.
Promoting equal opportunities is a priority for the school, with pupils recognizing the importance of democracy and the value of diverse opinions. However, their understanding of different beliefs remains limited. The school offers various after-school clubs and has established connections with local organizations to support pupils' interests. Pastoral support is effective, with pupils feeling safe and supported by adults in the school.
The recent changes in staffing have prompted the school to take action towards necessary improvements. Plans are underway to enhance governance oversight of the school's performance. However, the development of improvement plans is still in its early stages, and there is a need for more rigorous evaluation of curriculum delivery to ensure quality education.
In summary, Bottesford Junior School demonstrates a commitment to high expectations and nurturing relationships, but it must address curriculum weaknesses and improve assessment practices to enhance pupil learning outcomes. The school is on a path to improvement, with ongoing efforts to refine its educational offerings and support systems.
