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Spalding St Paul's School receives damning Ofsted report




St Paul’s School and nursery in Spalding has been labelled as overall 'inadequate' in a damning report by Ofsted.

Following a visit on June 25 and 26, the educational standards body said the Queen's Road school is inadequate in its effectiveness, leadership and management, quality of teaching, learning and assessment and outcomes for pupils.

The report says it 'requires improvement' in personal development, behaviour and welfare and early years provision.

Head teacher Kira Nicholls (17539243)
Head teacher Kira Nicholls (17539243)

The school was rated 'requires improvement' after visits in 2013, 2015 and 2017, after being 'satisfactory' in 2007 and 2010.

A summary of key findings said pupils do not receive an acceptable standard of education, leaders do not have the capacity to improve the school quickly enough and do not take timely or effective action to improve the significant weaknesses in the quality of teaching and learning.

They have not successfully addressed the areas for improvement identified at the previous inspection, leaders do not ensure that pupils are well prepared for the next stage of education and pupils’ outcomes in reading, writing, mathematics and phonics are too low.

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The curriculum is not broad and balanced and teachers’ subject knowledge is sometimes poor. Pupils’ knowledge of history, geography and religious education (RE) is inadequate and the proportion of children achieving a good level of development in the early years is too low and not improving.

The governance of the school is inadequate, with governors not holding leaders to account or effectively monitoring the impact of additional funding.

The pupil premium funding for disadvantaged pupils is not used effectively and these pupils make inadequate progress across the curriculum, teachers do not have high enough expectations of what pupils can achieve in most subjects and pupils do not read widely and often.

Some lower-attaining pupils and pupils with special educational needs and/or disabilities (SEND) cannot read or write well enough and too many disadvantaged pupils and pupils who speak English as an additional language are persistently absent from school.

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The report did, however note some strengths, in that leaders ensure that the provision for pupils’ personal development, welfare and safety is good and pupils behave well and are kind, caring and polite.

The report also noted that there has been a significant turnover in teaching staff since the previous inspection, the proportion of pupils with SEND is slightly above the national average, the proportion of disadvantaged pupils is above average and the proportion of pupils who speak English as an additional language is well above average.



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