Ofsted conducted a remote visit to Godmanchester Bridge Academy on November 19, 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative to understand how schools are managing the return to full education following an extended period of disruption. The visit was not an inspection, and no graded judgments were made. Instead, it focused on discussions with school leaders about their actions since the full reopening of schools in September 2020.
During the visit, the inspector spoke with the head of school, the assistant headteacher, and the lead teacher for English. The visit took place while one year-group bubble was isolating, with those pupils learning from home. The school was preparing for their return at the beginning of December 2020. The discussions highlighted that pupils were studying a full range of subjects, and teachers were regularly checking what pupils remembered to adapt their lesson plans accordingly. The school leaders expressed their goal of ensuring that all pupils would cover the full planned curriculum by the summer term of 2021.
The focus on personal, social, and emotional development was emphasized, with teachers spending additional time on these areas. Leaders were optimistic about reintroducing extracurricular clubs and trips later in the school year. In September 2020, teachers assessed pupils' reading abilities and used this information to tailor lessons and provide extra support. The school increased the variety of books available to encourage more frequent reading among pupils. Younger students received additional phonics instruction to address gaps in their learning due to the school closures.
Pupils were also being encouraged to write for longer periods to help them adjust back into the routine of writing. Teachers revisited vocabulary, grammar, and punctuation to reinforce these essential language skills. In mathematics, teachers assessed what pupils had retained and focused on revisiting key concepts such as place value and number knowledge to support accurate problem-solving.
Reception children were given more opportunities for play and interaction, as leaders noted that their language and communication skills were not at the expected level. The school had planned both online and paper-based learning for pupils who were self-isolating, ensuring that this learning mirrored what would typically occur in the classroom.
The visit concluded with no significant concerns identified, and the information gathered would contribute to Ofsted's national reporting. The insights gained from this visit would help inform future educational policy. The head of school and staff were commended for their efforts in navigating the challenges posed by the pandemic and for their commitment to providing a comprehensive educational experience for their pupils. The letter summarizing the visit would be shared with various stakeholders, including the chair of the board of trustees and the regional schools commissioner, and published on the Ofsted website for public access.
