George Pindar School, located in Eastfield, Scarborough, underwent an inspection on October 18 and 19, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, and leadership and management. The school had not been previously inspected under section five of the Education Act 2005.
Staff and pupils reported significant improvements in the school over recent years, with leaders beginning to address various issues that have impacted the quality of education. However, there remains a need for further development to ensure that all pupils can reach their full potential. The curriculum has been prioritized, with most subjects now having clear plans outlining the knowledge and skills that leaders want pupils to acquire. Despite these improvements, the quality of education still requires further enhancement to meet the diverse needs and aspirations of all students.
Most pupils enjoy attending school and feel safe, although there are concerns regarding behavior during lessons and social times. Leaders have implemented changes to the behavior policy and increased staff visibility around the school, resulting in a decrease in suspensions and removals from lessons. However, a significant minority of pupils do not attend regularly, although incidents of bullying are decreasing, and pupils feel confident that their concerns will be addressed by staff.
Leaders have carefully reviewed the curriculum to ensure it meets the knowledge and skills required for pupil development. However, the teaching methods employed by some teachers do not effectively support pupil learning and retention of content, leading to gaps in knowledge in certain subjects. In subjects like English and mathematics, assessment practices are effective in identifying gaps in knowledge, but this is not consistent across all subjects, leaving some pupils without a clear understanding of their learning needs.
Pupils with special educational needs and/or disabilities follow the same curriculum as their peers, but staff do not always utilize the plans designed to support these pupils effectively, resulting in inconsistent support. Leaders have introduced plans to assist pupils needing help with reading, but these are still in the early stages of implementation, limiting their impact.
Behavior management systems have been introduced to improve pupil conduct, but low-level disruptions continue to interrupt learning. Attendance remains a concern, particularly for vulnerable pupils, and leaders are working to enhance attendance strategies. Personal development is a priority, with a well-planned curriculum that promotes understanding of healthy relationships and respect for diversity. Pupils receive quality careers advice and guidance, meeting the requirements of the Baker Clause.
Governors and trustees have a clear understanding of the school's performance and acknowledge the improvements made, while recognizing the need for ongoing work. The Hope Sentamu Learning Trust collaborates with the school to support key improvement areas, although some initiatives are still being embedded.
The safeguarding arrangements at the school are effective, with staff and pupils aware of various safeguarding risks. Leaders maintain detailed records of actions taken to ensure pupil safety and collaborate with external agencies to support vulnerable students.
To improve, the school needs to ensure that the curriculum is effectively sequenced across all subjects, allowing pupils to master essential content. A consistent approach to assessment is necessary to accurately check pupil understanding and identify next steps in learning. Additionally, behavior policies must be applied consistently to reduce incidences of poor behavior, and attendance strategies need to be further developed to support regular school attendance for all pupils.
