On December 3, 2020, Ofsted conducted a visit to Bagthorpe Primary School in Nottinghamshire, led by Her Majesty's Chief Inspector of Education, Children’s Services, and Skills. This visit was part of a broader initiative to assess how schools are managing the return to full education following the disruptions caused by the COVID-19 pandemic. The visit was not an inspection in the traditional sense, as Ofsted is currently not providing graded judgments or conducting the full range of inspection activities. Instead, the focus was on gathering information about the school's operations during the autumn term.
During the visit, the inspectors engaged in discussions with the headteacher, David Walton, the senior leader responsible for safeguarding, and the school’s family support worker. Due to the protective measures in place, inspectors did not speak with pupils. The context of the visit was significant, as it aimed to understand how schools were adapting to the challenges posed by the pandemic and the extended break in formal schooling.
Inspectors noted that several pupils had to learn from home since the beginning of the term, with the Year 3 and Year 4 class-group bubble being sent home once. Despite these challenges, the school continued to offer a broad curriculum, ensuring that pupils were studying the usual range of subjects. Teachers were dedicating additional time to English and mathematics across all year groups, with plans to increase the time allocated to other subjects before the end of the academic year.
The visit revealed that teachers had assessed pupils' reading skills and phonics knowledge, identifying that some students had fallen behind in these areas. In response, school leaders ensured that these pupils received extra support and regular reading sessions to help them catch up. Additionally, some pupils exhibited gaps in their understanding of language and vocabulary, prompting leaders to provide extra lessons to address these deficiencies.
In mathematics, teachers identified gaps in pupils' number and calculation skills. To support these students, the school implemented targeted interventions aimed at filling these gaps. Across the wider curriculum, leaders prioritized pupils' physical health and well-being, recognizing the importance of resilience during these challenging times. Teachers facilitated regular opportunities for physical activity outside, promoting a holistic approach to education.
Furthermore, the school developed plans to deliver the curriculum remotely if necessary, ensuring that remote education closely aligned with the usual curriculum. This proactive approach demonstrated the school’s commitment to maintaining educational standards despite the ongoing challenges posed by the pandemic.
The visit concluded without any significant concerns being raised. The information gathered during this visit will contribute to Ofsted's national reporting, helping to inform the government and the education sector about the current state of schools in England. The insights gained from Bagthorpe Primary School, along with those from other schools visited, will play a crucial role in shaping future educational policies.
Overall, the visit highlighted the resilience and adaptability of Bagthorpe Primary School in navigating the complexities of education during the pandemic. The school’s leadership and staff demonstrated a strong commitment to supporting pupils' learning and well-being, ensuring that they received the necessary resources and attention to thrive academically and personally. The proactive measures taken by the school reflect a dedication to providing a high-quality education, even in the face of unprecedented challenges. The findings from this visit will be shared with the wider education community, contributing to a collective understanding of how schools are responding to the ongoing impacts of COVID-19.
