Frederick Gough School, located in Scunthorpe, Lincolnshire, has recently undergone an inspection on November 15 and 16, 2023, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, and leadership and management. The school serves a diverse student body, with a significant number of pupils having special educational needs and/or disabilities. The leadership team is committed to inclusivity, ensuring that all students are fully integrated into school life. The atmosphere at the school is positive, with pupils displaying kindness and respect towards one another, and staff expressing pride in their work environment.
Pupils exhibit good behaviour both in lessons and during social times, communicating politely and maturely with peers and adults alike. The school offers a wide range of extracurricular activities, including sports, music, and language clubs, which are well attended and appreciated by students. This variety allows pupils to explore and develop their interests and talents outside the classroom. The curriculum is broad and designed to prepare students for future success, equipping them with the necessary skills and knowledge for their next steps in life.
Safety is a priority at Frederick Gough School, with bullying being rare and effectively managed when it occurs. The pastoral team provides robust support for students, helping them navigate challenges and manage risks, particularly in relation to online safety and community interactions. The school has implemented a culture of inclusivity, ensuring that all pupils, regardless of their background, can access the curriculum. Regular meetings focused on individual student needs help identify additional support for those who require it.
Recent curriculum changes have made it more ambitious, positively impacting student progress. The curriculum is well-structured, allowing knowledge to build over time, and teachers demonstrate a strong understanding of their subjects. However, there is still work to be done to close the achievement gap between disadvantaged and non-disadvantaged students, as strategies to support disadvantaged learners are not consistently applied across the school.
Classrooms are generally calm and conducive to learning, with minimal disruption. Teachers effectively implement behaviour policies, allowing students to focus on their studies. The school has a multilayered reward system that promotes positive behaviour and attendance, which is above national averages. The use of alternative education providers for students who struggle with the main curriculum is appropriate, but leaders need to ensure the quality of education at these provisions is rigorously monitored to enhance student outcomes.
Pupils are educated about healthy relationships and demonstrate respect for diversity. The school has established strong links with local industries, providing students with valuable insights into future career opportunities. Leaders prioritize the interests of pupils in decision-making processes, and both parents and staff generally express satisfaction with the school. However, there are areas for improvement, particularly in ensuring that disadvantaged pupils receive timely and effective support to maximize their progress. Additionally, leaders need to enhance oversight of strategies aimed at supporting disadvantaged students to ensure their effectiveness. Overall, Frederick Gough School is a supportive and inclusive environment that fosters student development and achievement.
