Bernard Gilpin Primary School


Name Bernard Gilpin Primary School
Website http://www.bernardgilpin.com
Ofsted Inspection Rating Good
Inspection Date 11 July 2012
Address Hall Lane, Houghton le Spring, Tyne and Wear, DH5 8DA
Phone Number 01919172999
Type Primary
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 398 (48% boys 52% girls)
Number of Pupils per Teacher 19.8
Local Authority Sunderland
Percentage Free School Meals 18.8%
Percentage English is Not First Language 0.3%

Information about the school

Bernard Gilpin is a broadly average-sized primary school. Most pupils are of White British heritage and few speak English as an additional language. The proportion of pupils known to be eligible for free school meals is slightly above the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is broadly average. Most of these pupils have moderate learning difficulties or speech, language and communication needs. The school has Healthy School status and an Eco-award. The school meets the current floor standards which set the government’s minimum expectations for pupils’ attainment and progress. At the last inspection, in June 2011, the school was subject to a notice to improve. A monitoring inspection visit, carried out in March 2012, judged the school to be making good progress in tackling the areas for improvement identified at the last inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

Bernard Gilpin is a good school. It has made rapid improvements since the previous inspection. It is not yet outstanding because the achievement of pupils, their behaviour and the quality of teaching are good rather than outstanding. In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. Children’s skills and abilities when they enter the Reception classes are broadly average, but weaker in some areas of early literacy and mathematical development. They make good progress in the Early Years Foundation Stage. Pupils continue to make good progress in Years 1 to 6. Attainment at the end of Year 6 is above average overall, although slightly lower in writing because there are not enough opportunities for pupils to practise their writing skills across the curriculum. Teaching is mainly good and some is outstanding. In the best lessons, there is a high level of challenge and a brisk pace to lessons. Occasionally work is not matched precisely enough to each pupil’s individual needs, there are not sufficient opportunities for pupils to work independently and pupils do not always have time to respond to marking. Pupils’ behaviour and their attitudes to learning are good. They talk with enthusiasm about the recent improvements to the school and take great pride in their achievements. Pupils say they feel very safe in school. The headteacher provides outstanding leadership. He is well supported by a governing body that now holds the school to account and senior and middle leaders who have risen to the challenge of improving the school. The impact of their work is evident in improvements in pupils’ achievement and their behaviour. The leadership of teaching and the management of performance ensure that the quality of teaching is rapidly improving, partly through high-quality opportunities for professional development for staff. However, the best practice is not fully shared across the school.