The Gainsborough Academy, located in Gainsborough, Lincolnshire, underwent an inspection on July 10 and 11, 2024, and received an overall effectiveness rating of Requires Improvement. The school, which is part of the Wickersley Partnership Trust, has seen some positive changes since its previous inspection, which rated it as Inadequate. The headteacher, Rachael Skelton, along with the trust's leadership, is working towards improving the school's culture and educational outcomes.
Most stakeholders, including pupils, staff, and parents, acknowledge that the school is on an upward trajectory. Attendance rates are improving, and pupils generally feel safe, with a growing confidence in staff's ability to address bullying. However, challenges remain, as some pupils do not attend school regularly, leading to gaps in their learning. Additionally, a minority of pupils struggle with consistent behavior, indicating that further work is needed to enhance the overall school environment.
The curriculum at The Gainsborough Academy is broad, with an increasing number of pupils pursuing the English Baccalaureate at key stage four. While many pupils express a desire to learn and succeed, some lack confidence in their abilities, which affects their engagement and performance. Although outcomes are improving, they do not yet meet the expected standards by the end of key stage four.
Pupils generally get along well and show respect for one another and staff. Initiatives like the 'proud podium' allow pupils to celebrate each other's achievements, and the 'pledge' program enriches their experiences, preparing them for life after school. However, the school must continue to focus on improving the consistency of its curriculum delivery and the quality of teaching.
Leadership at the school has demonstrated ambition and a commitment to overcoming existing barriers. Increased leadership capacity and resources have contributed to marked improvements. The school is actively engaging with the local community to promote its positive developments. However, there is a need for better communication with all stakeholders to ensure they understand the rationale behind the changes being implemented.
The planned curriculum is structured to facilitate pupil learning, but its implementation varies across subjects. While strategies to revisit prior learning are in place, they sometimes lack depth, and teachers' questioning techniques can be superficial. This affects pupils' ability to recall knowledge and engage critically with the material. Some pupils do not respond adequately to opportunities for improvement, and there are instances where learning progresses before all pupils have grasped key concepts.
Reading is prioritized, with pupils enjoying shared reading experiences. Support is provided for those who struggle with reading, helping them to become more confident. Pupils with special educational needs and disabilities are identified and receive adaptations to help them access the curriculum, although this support is not always consistent.
The school employs various strategies to keep pupils engaged, including a 'meet, greet, and sweep' approach to ensure attendance in lessons. However, suspensions remain high, particularly among disadvantaged pupils and those with special educational needs. The school closely monitors pupils who leave mid-year to ensure they continue their education.
The personal development program is becoming more consistent, focusing on important issues such as mental health and financial management. Pupils are gaining a better understanding of British values and have more opportunities for leadership roles. However, there is still work to be done in developing pupils' resilience and character.
While most staff enjoy working at the school, some feel unsupported in their roles, indicating a need for better consideration of their workload and well-being. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure consistent curriculum delivery, raise expectations for pupil achievement, and provide adequate support for behavior management. Encouraging resilience and attendance among all pupils is essential for their personal and academic development. The school should also work collaboratively with stakeholders to foster a shared vision for improvement.
