Boston Pioneers Free School Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where care and support for pupils and their families are at the centre of every action that staff take.

Pupils are encouraged to be 'pioneers', and they show respect and kindness to each other in abundance. The school ensures that pupils, including those who join at points other than the beginning of the academic year, feel welcome. The school's motto encourages pupils to 'reach for the stars'.

Pupils talk about their aspirations and how the school supports them to 'dream big'.

The school has high expectations of all pupils. Most pupils rise to these expectations.

Pupils are polite and respectful. They spend their time in a positive ...and calm environment. Pupils feel safe.

They know who to speak to if they have worries or concerns. Pupils live out the school's values of 'resilience, excellence, ambition, care and honesty'. They are able to talk about the values and their importance in the wider world.

Staff are committed to helping every child reach their full potential. This includes ensuring that they have access to a range of experiences beyond the classroom. Pupils enjoy and benefit from trips to broaden their horizons and clubs to develop their talents and interests.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious and identifies the important knowledge that pupils should learn and in what order. Teachers have secure subject knowledge. The school has improved the curriculum in response to some low published outcomes in 2024.

The revised curriculum helps pupils to recall previous learning much more effectively. Pupils who join the school outside of typical transition points, or who have little understanding of the English language, are very well supported. They make good progress through the curriculum from their starting points.

The school prioritises reading and ensures that pupils understand its importance. One pupil, typical of many, said, 'We know that reading is important for our future.' Staff are suitably trained to implement the school's phonics curriculum.

Books are matched to the sounds that pupils know. Pupils are able to talk about their favourite books and authors. Many pupils speak English as an additional language.

They are supported well through the school's 'language lab'. These pupils, and any others who have fallen behind their peers, receive personalised support to ensure that they develop the key skills and vocabulary they need in order to read accurately and fluently.

In most subjects, the school checks pupils' understanding and addresses any misconceptions that arise.

This is particularly effective in English and mathematics. The school's approach to writing has recently improved and is now more ambitious. Children in the early years benefit from meaningful opportunities to practise letter formation and transcription skills.

However, pupils in key stages 1 and 2 do not routinely benefit from high-quality opportunities to develop their writing skills across the curriculum. As a result, pupils do not develop their writing stamina as well as they could. Their work sometimes includes errors in spelling, punctuation and grammar that teachers do not consistently address.

Pupils with special educational needs and/or disabilities (SEND), including in the early years, are very well cared for. Staff identify pupils' needs accurately and provide appropriate support. Often, additional adults in classrooms support pupils with SEND well.

At times, staff do not adapt their teaching precisely enough for pupils to ensure that pupils with SEND achieve the best possible outcomes. Occasionally, adult support does not provide pupils with opportunities to learn independently and practise applying their learning in new contexts.

Behaviour around the school is calm.

Pupils interact well with each other. One pupil summarised the views of many, stating, 'We may all be from different backgrounds and many of us speak different languages, but at school we are all pioneers.' This is testament to the work that the school has undertaken to ensure that pupils recognise the importance of kindness and respect.

Most pupils show a clear understanding of fundamental British values and different cultures.

Staff provide strong pastoral support. The school has been tenacious in its actions to improve attendance.

Staff work with families to help remove any barriers that may prevent pupils from attending school. Pupils' attendance has improved.

Leaders are driven by a clear moral purpose and ensure that pupils, regardless of their starting points, flourish both academically and socially.

Staff at all levels feel well supported by the school and the trust. Trustees recognise the uniqueness of the school and have ensured that the school is resourced effectively to give pupils the best opportunity to be successful.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that pupils benefit from meaningful opportunities to develop their writing skills across the curriculum. As a result, some pupils do not develop their writing stamina as well as they could, nor do they consistently produce writing of a high quality, including using the appropriate spelling, punctuation and grammar. The school should ensure that there are high-quality opportunities for pupils to develop and improve their writing across the curriculum.

• At times, staff do not make precise adaptations to their teaching, and pupils too often rely on adult support. This means that some pupils do not learn with independence or develop their understanding as successfully as they could. The school should ensure that it supports staff to adapt the curriculum effectively in order to meet the needs of all pupils.