The Lincoln Bishop King Church of England Primary School

What Ofsted said

From the inspection on 3 March 2026

Pupils feel a positive sense of belonging at this school. They are happy and proud to attend. Pupils feel part of a diverse, nurturing and inclusive community. They know that they are valued and cared for. Pupils are confident that they can share any worries they may have with staff, who will listen and help them. Pupils have positive, trusting relationships with staff, and they know that staff want the best for them. Pupils say incidents of bullying are rare. They rightly trust that staff will deal with any incidents that may arise. Leaders and staff have high expectations of pupils' behaviour. Right from early years, children know and understand these expectations, and pupils behave accordingly. Pupils represent the school well. They are polite and greet visitors with a warm welcome. Pupils appreciate and respect difference. They talk openly about the different religions represented in school and say that everybody has the right to be who they want to be. Pupils show kindness to each other. Older pupils are positive role models for younger ones, for example when leading prayers. Pupils enjoy participating in extra-curricular clubs, including choir, basketball and football. They value trips that enhance their learning. Pupils with any barriers to their learning or wellbeing, including some disadvantaged pupils, those who speak English as an additional language, those known to social care and those who have special educational needs and/or disabilities, get the pastoral support they need to be in the classroom alongside their peers. Most pupils attend school regularly. They enjoy their learning and typically try hard. However, teaching is not consistently effective, including in early years. As a result, pupils' progress through the curriculum is uneven. This is reflected in pupils' attainment in national tests at the end of key stage 2, which has been inconsistent over time. Pupils, including children in early years, are not prepared as well as they should be for their next steps in education.

What the school should improve

• Leaders should ensure that teachers use information from checks of pupils' learning to inform their teaching so that learning activities match pupils' starting points and enable them to make steady progress through the curriculum in every subject.
• Leaders should ensure that staff have sufficient expertise to reduce barriers to learning for pupils who are disadvantaged, speak English as an additional language or have special educational needs and/or disabilities so that these pupils access the curriculum successfully.
• Leaders should ensure that teachers use assessment well to identify and address gaps in pupils' writing knowledge so that pupils develop the skills and knowledge that they need to communicate effectively in writing.
• Leaders should continue to strengthen the curriculum and teaching in reading, writing and mathematics so that pupils' attainment in national tests improves further.

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