Bassingham Primary School

What Ofsted said

From the inspection on 5 July 2022

This is a happy school where relationships between adults and pupils are positive. Pupils are polite and courteous. They hold doors open for their peers and adults. If someone is hurt or upset, pupils do whatever they can to help. The school's well-being champions are on hand should anyone feel upset or lonely. Any pupil who might need help to follow the school's rules are supported well. Leaders' expectations of pupils are made clear in the school's golden rules. Pupils know how these help them to behave and to be good learners. Any move up the school's 'reward board' is seen as important. Any move down is viewed and treated as being unacceptable. The work of the school council is regarded highly. Pupils speak proudly of their decisions and work to renew playground markings and to conserve water and electricity. Playtimes are sociable occasions. Pupils make good use of the resources that are available to them, including the castle, the keep fit equipment, the trim trail, the outdoor library and the Japanese garden. The school's forest area, with its firepit and den building opportunities, is very popular. Pupils understand the difference between incidents of poor behaviour and bullying. They say that bullying is rare. This matches leaders' records.

What the school should improve

• In a small number of subjects, the curriculum does not make clear enough the precise content that pupils should know and remember. This means that the curriculum cannot be taught, or learned, as systematically as it could be. Leaders should ensure that the curriculum, across all subjects, makes clear the precise content that pupils need to know and remember.
• Some parents have concerns about some aspects of the school's provision. There are missed opportunities for the school and parents to work more closely to secure the best possible outcomes for pupils. Leaders should take steps to improve communication and its relationships with the parental community. Leaders should ensure that the school and parents work in partnership to support pupils.
• Overall, the early years' curriculum is well planned and sequenced. However, some content is too broad and does not build systematically on what children know and can do. This means that teaching in the early years is not as systematic as it could be. Leaders should ensure that the early years' curriculum consistently sets out what children are expected to learn, across each of the areas of learning, at each stage of their education.

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