Ofsted conducted a short inspection of Baston CE Primary School on 6 February 2018, following its previous judgment of good in March 2014. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively kept up with changes in education and has developed a robust assessment system to track pupil progress, particularly in key stage 2. The curriculum has been enhanced to offer a diverse range of learning opportunities, including outdoor learning experiences in the forest school area.
The leadership team is committed to the professional development of teaching staff, encouraging them to reflect on their practices and tailoring training to meet individual and school-wide needs. Staff members appreciate the training they receive, which they find purposeful and beneficial for their development. The inspection noted that the school has addressed previous recommendations, particularly in improving the quality of writing across different subjects. Pupils are now given ample opportunities to write in various genres, and the skills learned in English are effectively applied in other areas of the curriculum.
The school has also made strides in involving early years children in understanding their progress and areas for improvement. Pupils receive immediate feedback in phonics, writing, and mathematics, and an online assessment tool has strengthened the connection between home and school, allowing parents to track their children's achievements and contribute to their learning.
The leadership team has implemented a new system for tracking pupil progress, which is used to hold teachers accountable during pupil progress meetings. Teachers are using assessment information to tailor tasks to pupils' abilities, ensuring appropriate challenges are provided. However, the teaching of phonics remains inconsistent, with some pupils not making the expected progress between early years and key stage 1. Leaders have not fully utilized assessment information to monitor this transition effectively.
Staff feel valued and proud to be part of the school, recognizing improvements since the last inspection. Subject leaders understand their areas for development and are actively involved in evaluating assessment information to set priorities. Parents express positive views about the school, noting that their children are well cared for and that staff are supportive, particularly for those with special educational needs.
Pupils take pride in their school and engage in various sporting activities, striving to become sporting ambassadors. They demonstrate a good understanding of different religions and cultures, participating in cultural days linked to the school’s house system. Pupils are motivated by recognition such as the star of the week award and appreciate the school’s values, which guide their behavior and understanding of safety, particularly regarding internet use.
The governing body is proactive in supporting and challenging school leaders, with governors regularly visiting the school to verify reports and receiving training to enhance their effectiveness. Safeguarding measures are robust, with staff trained to recognize signs of abuse and understand online safety concerns. The leadership team is committed to best practices in safeguarding.
The inspection findings highlighted that while the school has made progress, there are areas needing attention. The attainment and progress of pupils at the end of key stage 2 in 2017 were lower than in 2016, particularly in reading. Leaders have restructured the reading curriculum to focus on guided reading lessons, and progress is being monitored closely. However, some pupils are still not making sufficient progress in phonics, and the teaching of phonics lacks consistency, affecting their reading and spelling skills.
To address these issues, leaders must ensure that phonics instruction is delivered accurately and that assessment information is used effectively to monitor pupil progress from early years to key stage 1. This will help identify and support pupils at risk of underachieving, ensuring that all students can reach their full potential.
