Scotter Primary School, located in Gainsborough, Lincolnshire, underwent an inspection on September 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of the quality of education and leadership and management also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in March 2018 had rated the school as good.
The school is characterized by a warm and welcoming atmosphere, where pupils, parents, and staff hold a positive view of the environment. Pupils exhibit good manners, respect for others, and a sense of safety and happiness within the school. The values of honesty, respect, and friendship are emphasized, contributing to the development of pupils' character. Pupils take pride in earning house points for demonstrating these values. While pupils are aware that staff are invested in their success, there are concerns regarding the organization and delivery of the curriculum in certain subjects. Pupils with special educational needs and/or disabilities (SEND) do not consistently receive the necessary support, and assessments of their learning are not always precise.
Pupils understand the importance of physical and mental health and feel comfortable discussing their concerns with staff. Many participate in after-school clubs, such as netball and football, and take pride in representing the school at events. Parents generally express positive sentiments about the school, highlighting the dedication of the staff in providing a positive experience for their children.
The school has made efforts to revise its curriculum to ensure it is ambitious, but the quality remains inconsistent across subjects. There is a lack of clarity regarding the knowledge pupils need to acquire and the sequence of learning. In some subjects, the curriculum does not build effectively on prior knowledge, and there is no uniform approach to assessing the curriculum's implementation. Teachers sometimes focus more on activities rather than the essential knowledge pupils need to develop.
The effectiveness of teachers' assessments varies, and these assessments do not consistently inform future learning. While pupils can recall recent learning, some struggle to connect it with prior knowledge, hindering their overall understanding. Support for pupils with SEND is inconsistent, with some receiving adequate assistance while others do not. The planning for support outside the classroom is not always effective, leading to missed learning opportunities.
The school prioritizes reading, with pupils expressing enthusiasm for reading and discussing their favorite books. Early years pupils receive strong phonics instruction, enabling them to become confident readers. The early years environment fosters communication and language skills, with children engaging eagerly in their learning and demonstrating respect and kindness towards one another.
Overall, the school maintains a calm and orderly environment, with pupils displaying positive attitudes towards learning and high aspirations. Personal development is a key focus, with pupils learning about diversity and British values. The junior leadership team takes on various responsibilities, contributing positively to the school community.
Despite the positive aspects, the school must address the support for pupils with SEND, ensure consistent assessment practices, and improve the quality of education across all subjects. The leadership needs to identify significant priorities for improvement to enhance the educational experience for all pupils. The safeguarding arrangements are effective, ensuring the safety and well-being of all students. The school community is encouraged to provide feedback through Ofsted Parent View, contributing to ongoing improvements in the school's provision.
