|Name||Benfieldside Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 November 2014|
|Address||Moorlands, Blackhill, Consett, County Durham, DH8 0JX|
|Religious Character||Does Not Apply|
|Number of Pupils||253 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.2|
|Percentage Free School Meals||36.7%|
|Percentage English is Not First Language||7.5%|
Information about this school
This school is slightly larger than the average-sized primary school. Almost all pupils are White British. The proportion of disadvantaged pupils, those eligible for support through the pupil premium, is well above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is well above average. There are lunchtime and after-school clubs run by school staff and external coaches. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement is good. All groups of pupils make excellent progress in Key Stage 2, in reading and mathematics, to achieve standards that are typical for their age at the end of Year 6. Attainment and the rates at which pupils make progress have improved in the early years provision and Key Stage 1. The headteacher has an excellent understanding of what constitutes good teaching and gives clear and effective advice on how learning can be better. As a result, teaching is good and improving. Children in the early years provision enjoy learning in the woodland classroom. Older pupils welcome the opportunity to learn from visits and visitors. Pupils’ behaviour is good. They say they feel very safe in school and look after one another very well. The school’s work to keep pupils safe and secure is good. All adults offer sensitive care and support for pupils, especially those who have a range of learning, emotional and behavioural needs. The school provides well for pupils’ spiritual, moral, social and cultural development, their understanding of British values and their knowledge of other faiths and cultures. The headteacher and the governing body have a clear understanding of the school’s strengths and relative weaknesses in teaching and achievement. They have effective systems to check on how well the school is doing. It is not yet an outstanding school because : Attainment in writing is lower than in reading and mathematics. Pupils have too few opportunities to write at length in English and other subjects. Pupils’ handwriting and the presentation of their work are untidy. Pupils are not always given plenty of challenging work to do in mathematics, history and geography. Pupils are not always clear about how to improve their work, including their spelling, or given time to act upon any advice they receive. There are no clear, measurable, rigorous targets for pupils’ attainment in the school’s plan for the future.