Baston CE Primary School

Baston CE Primary School is a happy, ambitious primary where most pupils feel safe, attend well and achieve strongly. Inspectors found that pupils are proud of their school, enjoy learning and benefit from high expectations, a broad and recently reviewed curriculum, strong teaching and effective support for pupils with SEND. Reading is a particular strength: pupils are confident readers, phonics teaching is consistent and staff identify and support those who fall behind quickly. The early years provision is well resourced, and children are prepared well for the next stage of their education. Personal development is generally effective, with pupils taking on roles such as digital leaders and sports ambassadors and learning about community, citizenship and different cultures. Safeguarding arrangements are effective, staff feel well supported, and governors fulfil their duties well. There are, however, two clear areas for improvement. In some wider subjects, staff do not check pupils’ prior knowledge rigorously enough, so gaps are not addressed before new learning begins and some pupils develop misconceptions. The school’s work on protected characteristics and bullying is also inconsistent. A small number of pupils do not treat others with respect, and when rare bullying occurs it is not always dealt with quickly enough, so incidents can linger. This was the school’s first routine inspection since the COVID-19 pandemic and its first graded inspection under the current framework, so no overall effectiveness grade was given. The report nonetheless describes a school performing well in each key area, with a clear improvement agenda focused on making assessment more consistently useful and strengthening pupils’ understanding of respect, kindness and protected characteristics.

Strengths

• Pupils are proud of their school, enjoy lessons and work hard.
• High expectations help pupils achieve well across the curriculum.
• A love of reading is promoted, and pupils are confident, fluent readers.
• Recent phonics training and ongoing guidance have improved consistency in early reading.
• The recently reviewed curriculum in wider subjects is more ambitious and coherent.
• Teachers have strong subject knowledge and present learning clearly.
• Well-considered resources help pupils make connections and deepen understanding.
• Pupils with SEND are supported effectively, with needs identified quickly and resources adapted well.
• Early years provision is well resourced, and adults skilfully develop children’s thinking.
• Personal development provision teaches pupils about safety, community and citizenship.
• Staff are proud to work at the school, and leaders consider workload and well-being.
• Governors are knowledgeable and fulfil their statutory duties well.
• Safeguarding arrangements are effective.
• Most pupils feel happy and safe, and attendance is high.

Areas for Improvement

• Checks on gaps in pupils’ prior knowledge in some wider subjects are not rigorous or consistent enough.
• Teachers sometimes move on to new learning before pupils are ready, leading to misconceptions.
• Provision for teaching protected characteristics and bullying lacks consistency across the school.
• A small number of pupils do not treat others with respect, and rare bullying is not always dealt with quickly enough.
• Some pupils feel incidents of bullying linger for too long before being resolved.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Baston CE Primary School attended 95.9% of sessions (the national figure for primary schools was 94.8%). 9.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Baston CE Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Baston CE Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 33.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 6.9% of pupils at Baston CE Primary School were on SEN support (nationally 15.4%) and 2.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Baston CE Primary School received £6,446 and spent £6,424 for each of its 188 pupils. It ended the year with reserves of £92,000 (£489 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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All schools in Peterborough · Lincolnshire local authority: places and applications

What is Baston CE Primary School's Ofsted rating?

The latest Ofsted rating for Baston CE Primary School is Good, from an inspection in January 2025.

When was Baston CE Primary School last inspected by Ofsted?

Baston CE Primary School was last inspected in January 2025.

How many pupils does Baston CE Primary School have?

Baston CE Primary School has 188 pupils on roll.

What age range does Baston CE Primary School cover?

Baston CE Primary School for pupils aged 4 to 11.

What are Baston CE Primary School's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Baston CE Primary School?

Baston CE Primary School is at 103a Main Street, Baston, Peterborough, Lincolnshire, PE6 9PB.