On December 8, 2020, Ofsted conducted a visit to Goldington Green Academy as part of its efforts to assess how schools are managing the return to full education following the disruptions caused by the COVID-19 pandemic. The visit was led by Her Majesty’s Inspector Fiona Webb, accompanied by HMI Cindy Impey. This visit was not an inspection in the traditional sense, as routine inspections were temporarily suspended. Instead, it aimed to gather insights into the school’s operations during the autumn term of 2020.
During the visit, the inspectors engaged in discussions with the headteacher, Caroline Skingsley, and the deputy headteacher. Due to the protective measures in place, they did not interact with pupils. The context of the visit was framed by the ongoing challenges faced by the education sector as schools adapted to the new normal after an extended period of remote learning.
Inspectors noted that since the beginning of the term, approximately one-sixth of the pupils had to learn from home for a few days due to COVID-19. At the time of the visit, a Year 5 class had recently returned to school after a period of isolation. Despite these challenges, pupils were studying a full range of subjects, and the school was delivering the planned curriculum content effectively. Practical activities in subjects like science and design and technology were being conducted in the school hall or outdoors, ensuring that learning remained engaging and hands-on.
At the start of the term, teachers assessed pupils’ starting points in reading, writing, and mathematics. This assessment revealed that some pupils in Year 1 and Year 2 had forgotten aspects of their phonics knowledge. In response, the school implemented additional phonics sessions to support these pupils in catching up. The headteacher expressed satisfaction with the increased enthusiasm for reading among older pupils compared to previous years.
To address writing stamina, teachers were providing support to pupils in Years 3 to 6, including daily handwriting practice to enhance their presentation skills. In mathematics, the school identified that most pupils were on track with their understanding, and individualized catch-up work was being provided for those with learning gaps.
In subjects such as history and geography, teachers were focusing on the knowledge and vocabulary that pupils had missed or forgotten during the previous months. They were integrating this learning with the usual planned work, ensuring that pupils received a comprehensive education.
The school also established a remote learning framework for pupils who needed to learn from home. Teachers utilized a combination of online resources and activities to ensure that remote learning mirrored the in-school curriculum as closely as possible.
Overall, the visit did not reveal any significant concerns regarding the school’s operations during this challenging period. The insights gathered from this visit will contribute to Ofsted’s national reporting, helping to inform future educational policies. The headteacher and her team were commended for their efforts in navigating the complexities of delivering education during the pandemic, and the information shared will assist in understanding the broader impact of COVID-19 on schools across England. The letter summarizing the visit will be published on the Ofsted website, ensuring transparency and communication with parents and the wider community.
