Baysgarth School, located in Barton-upon-Humber, Lincolnshire, has been recognized as a good school following its inspection on January 10 and 11, 2023. The school fosters an inclusive community where all pupils feel welcomed and cared for by the staff. The leadership prioritizes the well-being and development of students, which is evident in the respectful and polite behavior of the pupils. Strong relationships exist among pupils, their peers, and teachers, contributing to a positive school environment.
Pupils at Baysgarth School have access to a variety of enrichment opportunities, including clubs, educational visits, and specialized lessons known as ‘inspire time.’ The school encourages pupil leadership through various roles, and students actively engage in these opportunities. In the classroom, pupils demonstrate attentiveness and focus, benefiting from high-quality teaching that enhances their learning experience. The school has made significant strides in developing pupils' oracy and literacy skills, allowing them to express themselves confidently.
The leadership team maintains high expectations for behavior, and most pupils consistently meet these standards. Instances of disruption are addressed promptly and effectively by teachers. While bullying is rare, the school acknowledges that there are occasions when it is not resolved quickly enough to the satisfaction of the affected pupils.
Baysgarth School has a clear vision for supporting pupils, starting from their transition from primary school. The onboarding process is well-received by parents and carers. The school has implemented a ‘Baysgarth learning model’ that teachers use consistently, ensuring that pupils understand how it supports their learning. Teachers possess a thorough knowledge of their subjects and present information clearly, building on prior knowledge. Assessment practices are effective, allowing teachers to adapt their instruction to address gaps in pupils’ understanding.
The curriculum is well-structured, ensuring that all pupils learn essential content. In Year 9, pupils follow a ‘gateway curriculum’ that allows them to specialize in subjects they will study at GCSE. Subject leaders have developed detailed plans that outline key knowledge and skills for pupils. However, there are instances where the connections between Year 9 content and prior learning in Years 7 and 8 are not clearly communicated, which can hinder pupils' understanding.
The school provides appropriate support for a small number of pupils with special educational needs and disabilities (SEND) through its ‘Headway’ provision. These pupils have access to the same high-quality curriculum as their peers and receive priority for careers guidance, helping them secure suitable post-school destinations.
Leaders and governors have a comprehensive understanding of the school’s strengths and areas for improvement. They recognize that the number of suspensions, particularly among vulnerable pupils, is too high and are working to reduce this figure. Plans are in place to better understand the causes of negative behavior and to implement strategies to prevent future occurrences.
The school emphasizes the importance of personal, social, and health education (PSHE), using lessons to discuss various topics and encourage debate on important issues. The integration of wider development opportunities within the school day ensures that all pupils benefit from a well-rounded education. Daily collective reading lessons are prioritized, with additional support provided for pupils who are struggling with reading.
The safeguarding arrangements at Baysgarth School are effective, with staff trained to recognize and report concerns about pupils’ well-being. Leaders maintain strong links with local authorities and external agencies to address emerging risks. Overall, Baysgarth School continues to provide a supportive and enriching environment for its pupils, with clear pathways for improvement identified by its leadership team.
