Baines School

What Ofsted said

From the inspection on 24 March 2026

Pupils are at the heart of leaders’ decisions at Baines School. Leaders have created an environment where pupils feel that they belong and can learn well, including those who are disadvantaged. Leaders have high expectations for pupils in keeping with the school's motto 'nil sine labore'. This has helped to bring about clear improvements across the school. Pupils recognise these raised expectations and speak positively about improvements in teaching, behaviour and the school’s culture. Positive and trusting relationships between pupils and staff are a characteristic of school life. Staff know pupils well, which helps them to identify and reduce barriers to pupils’ learning and wellbeing. Pupils value the care and support they receive from staff. In lessons and around the school, pupils behave well and are respectful of others. Pupils speak confidently about how bullying and discrimination are not tolerated, which helps them to feel safe. Pupils increasingly value their education and understand why regular attendance is important for their learning and achievement. Across the curriculum, pupils achieve well, including those who are disadvantaged. This reflects improvements that leaders have made to teaching and assessment. Teachers’ delivery of the curriculum generally enables pupils to build secure subject knowledge by the end of key stage 4. As a result, pupils are prepared well for aspirational next steps in education, employment or training. Pupils benefit from a wide range of opportunities beyond the classroom. These include trips abroad and opportunities to support younger pupils with reading. Pupils enjoy celebrating the talents of others, for example through musical performances such as 'Grease'. They are confident and articulate, and take part positively in assemblies and community events. These experiences prepare pupils well for life in modern Britain.

What the school should improve

• Leaders should ensure that the improvements that have been made in teachers’ pedagogy and use of assessment are consistently embedded across the curriculum so that all pupils can achieve well.
• Leaders should ensure that staff are fully equipped to use the information that they have about pupils’ vulnerabilities to swiftly remove any barriers to learning, including gaps in knowledge, so that all pupils can benefit from improvements in curriculum delivery.
• Leaders should further enhance the effectiveness of their processes for identifying pupils in key stage 4 who find reading difficult so that these pupils can receive effective support to fully access the wider curriculum.

Read the full Ofsted report (opens in a new tab)